Based on the belief that affective education cannot be left to an informal process of "warm fuzzies," the system described here is a structured instructional program with specific affective objectives and a scale for monitoring achievement. (Author/JM)

Describes philosophy of Paulo Freire as foundation for an existential/humanistic curriculum and explores practical and theoretical implications of this curriculum for second language teaching. Expands curriculum design principles into sample second language curriculum design principles. (Author/BK)

Delineates three major differences in the educational philosophies of secular and religious (Judeo-Christian) secondary schools and colleges. The author argues that these philosophical differences profoundly influence the scope and emphasis of religious school education. For journal availability, see SO 509 295. (AM)

This article describes the back-to-basics and humanistic education movements and concludes that it is crucial to maintain the balance between the two, that both have intrinsic merit. The de-emphasis of either is an abdication of the responsibility schools assume and an injustice to the children they serve. (Author/KC)

An experience in values clarification about euthanasia is described. (PBS)

Summarizes affective education programs and evaluations of effectiveness of these programs. Specific objectives of curricula cluster into three areas--internal-emotional, cognitive, and overt-behavioral. Results indicate that programs produce measurable outcomes in all areas, although evidence of effects is less impressive in the…

The study investigated the effects of two psychological education programs (Developing Understanding of Self and Others--DUSO, and Human Development Program--HDP or Magic Circle) on the affective growth of 42 visually impaired children in grades kindergarten through 3. (Author/SBH)

Counselors with low dogmatism scores are more effective than counselors with higher dogmatism scores. Over the course of training, the group of trainees classified as highly dogmatic both decreased in level of dogmatism and increased in level of counseling effectiveness as measured by improvement in level of performance. (Author)

Explains why the American views of optimism and progress are impediments to the teaching of literature. Tells how the teaching of tragic fiction can help students deal with important philosophical and aesthetic issues. (RL)

The humanities are described as the custodians of the human image. Today's humanities have burdens which are social and conceptual. Higher education training in critical thinking works against the image of man, which keeps civilization vital. (JN)

Whitehead's analysis of experience can contribute to an understanding of the process of liberal education by distinguishing among the experiential bases and characters of various kinds of knowledge. Subjective experience is identified as the basis of all philosophical inquiry. (JN)

Introduces a concept into the theoretical arena of humanistic educational philosophy, i.e., acknowledgment. Defines acknowledgment, points out its characteristics, cites examples of its manifestations, and suggests its importance in teaching and building relationships with children and young people in schools. (Author)

The future of the humanities is discussed in terms of two perspectives on the present state of the humanities characterized by the conflicting views of the scientist stressing the impact of science on society and the contemporary humanist rooted in seventeenth-century values. (JMF)

An annotated list of current films, filmstrips, slide/tape presentations and organizations dealing specifically with Africa is presented. The material is appropriate for a study of human rights issues in South Africa. (KC)

Contemporary viewpoints regarding education tend to fall into two groups; utilitarian--education as training in specific, useful expertise; and humanistic--education for the formation of good taste and the appreciation of beauty. This first article in a three-part series critiques both concepts and argues that both are deficient. (JMD)