The initial chapters of this textbook on individualizing instruction address the issues of humanism in education and self-development through personalized approaches to instruction. Following a discussion of how individualized instruction accommodates differences in educational needs and learning styles, later chapters consider in detail: (1)…

As part of the instrumentation to assess the effectiveness of the Schools Without Failure (SWF) program in 10 elementary schools in the New Castle, Pa. School District, the Opinionnaire on Attitudes Toward Education was used as a measure of teacher attitudes toward child-centered education, discipline, and the desirability of understanding pupils'…

The purpose of this survey was to assess the extent and development of humanistic programs in higher education, focusing on teacher education. Information was gathered randomly from nearly 800 teacher education institutions throughout the U.S. Two hundred seventy-nine schools responded to a questionnaire regarding program location, title,…

This five-part document, based on the position that schools should teach social-emotional development, presents a rationale concerning human needs for healthy social-emotional development, presents a rationale for teaching it, and outlines exploratory and respectful behaviors. Part 1 defines the position which stresses the need to increase…

This booklet is one of the National Humanities Faculty publications designed to examine the question of what is taught, and why. This dialogue between Edwin Delattre and Thomas Donovan explores how humans go about reasoning and solving problems according to their collective, reflective intelligence. (Author/MJ)

The article states a need for two kins of educational research and evaluation, one which derives from scientific methodology and one which derives from aesthetic and humanistic criticism. (CD)

Three sets of categories present a matrix that provides a basis for characterizing or defining any particular alternative school effort. Abstracts of five national reports recommending the offering of alternative public schools are also included. (Author/MLF)

Discusses the formal organization of the school in order to arrive at ways that schools might be organized for the fuller development of children. Accepting the key role of the principal, the article examines some leadership styles and indicates that the participative principal is generally to be preferred. (Author/IRT)

Based on the philosophy that student learning is accomplished through relevant experiential accomplishments outside the classroom, this college course sought to emphasize an awareness of self and others. Through a study of mental institutions and prisons, students can develop self-motivation and become aware of dehumanizing feelings in…

Describes the philosophical bases of confluent education, and provides examples of this method in language instruction. (AM)

Affective education stresses that teachers develop and reinforce student attitudes, values, and feelings. Our formal educational system too often forgets that what is necessary for learning lies within the student, not in the teacher. Schools are among the most powerful settings for growth in affect. (CP)

Borrowing freely from Freud, Piaget, and others, this article compares and integrates primary (emotional) and secondary (intellectual) process according to seven distinct but overlapping structures: (1) weight; (2) pathways; (3) time and space; (4) operational dialectic; (5) sources of energy; (6) morality; and (7) historical antecedents. Primary…

For values education to have significant impact on the schools, the place of values education in the school setting will have to be radically reconceptualized; it should not be regarded as just another new approach to be tacked onto the existing curriculum. (Author)

The article discusses the importance of humanistically oriented views of the future, including a change in the focus of education toward uncertainty, change, deliberation, and holistic thinking. It seems that the images of the future which a culture entertains are closely related to what eventually does come to pass. (LPG)

Comments on our common roots as human beings, as members of the twentieth century, and as citizens of the United States in relation to childhood education and family life. (CM)