Outlines the history and roots of affective education and points out its shortcomings in contemporary educational programs. (MD)

The liberal arts are undervalued because many do not understand what thinking entails. Empirical reasoning is only one facet of thought; interpretation and evaluation are just as critical and are what the liberal arts teach. This imbalance that permeates the system of higher education is discussed. (Author/MLW)

If the computer is viewed as an exciting instructional tool in the current Information society rather than as the answer to schools' dilemmas, school professionals can begin to explore its humanistic potential to provide challenge and active inquiry. Professionals should be wary of the computer as orchestrator of educational experiences. (MBR)

Cites episodes from "The Bill Cosby Show,""Family Ties," and "Hill Street Blues" to suggest the humanizing potential of television. (EL)

The aim of this paper is to examine primary concerns related to the introduction of Knowles's and Rogers's theories of adult education. Comparison of andragogy and student-centered theories includes the following areas: overview, foundations, general goals, learning principles, and teaching and learning and is followed by a summary and…

A multicultural, nonsexist approach to art education raises individual awareness and creates appreciation for one's own culture and that of others. It helps teachers bridge the gaps between home and school, between equal opportunity ideals and actual practice, as well as fostering self-realization. (SK)

Discusses the implications of the multimodal or BASIC ID Model for education. Reviews the importance of imagery to learning and suggests how educators might better use mental imagery for enhancing academic achievement. (JAC)

Reviews the work of United Nations Educational, Scientific, and Cultural Organization (UNESCO) in development education, which focuses on the development of the child as a participant in a changing world. Describes resources for development education produced by the United Nations Children's Fund. (LAL)

Raises questions about the possible effects of the language of computers--which is impersonal, technical, specialized, formal, unemotional, and precise--on the naturally emotional, imprecise, informal, and inclusive language of people. (MM)

In contrast to recent reports that view the role of public education as transmitting an accumulated body of knowledge, theorists arguing that education should also develop students' creative and emotional side are cited. The conclusion is that teachers need to learn to use the affective domain to promote students' cognitive achievement. (MJL)

The critique of Canadian universities suggests that the universities are becoming anti-personal, politically reactionary, and morally bankrupt. (GW)

Curriculum that is centered in or is the study of the firsthand experiences of pupils is compared to curriculum centered on book learning. (Author/MLF)

The author describes a non-traditional art course offered by the British Open University. The aims of the course are more affective than cognitive, and this led the course developers to modify the educational technology approach to its design.

Social studies is a field struggling to reconcile multiple and, at times, conflicting rationales. The beginning of a century is an appropriate time to reflect on the condition of social studies and to question where the world has been and where it is going. The essays in this collection explore possible answers to these questions as they apply to…

This paper describes elements of the "New Standards" program that have been set for selected school districts across the United States and challenges people to assess how conceptions of "confluent education" and "multicultural education" may contribute to reaching the proposed new standards. The goal of the New…