Rather than being concerned with "why" Humanistic Education can be, the focus here is on "what" Humanistic Education can be, and, equally important, "who" may be involved in such an approach. Outlines the characteristics of the Humanistic Educator and his role in the context of current educational practice. (Author/RK)

Describes the circumstances which provoked creative expression in writing by a seven-year-old in an English primary school, and discusses the school's flexible, humanistic environment. (BR)

This paper provides an overview of the Perry Scheme for perceiving knowledge and values during the college years, and examines its use as a guide for counseling and educational practice in higher education. Paper presented at the Chicago, 1975 convention of the American Psychological Association. (Author)

Argues that, from the early grades on, children need help in learning behavior associated with the decision-making process and concludes that school must provide settings in which decision processes are analyzed, taught, and evaluated. (JG)

Available from: Special Education in Canada, Dave Muir, Subscription Manager, 12 Doucett Place, Scarborough, Ontario M1G 3M2. Five affective educational resources are described for teachers. (CL)

How schools can be restructured to make them sources of ethical experiences is discussed in this article; responses to the author's point of view by other writers are printed at the end of the article. (JD)

Children are often capable of observing social injustice and of making moral and ethical judgments; the adults they associate with should understand and encourage this awareness in children. (JD)

In attempting to encourage students to "open up", teachers have tried such techniques as role-playing, improvisations, and panel discussions with varying degrees of success. Here, another worthwhile strategy, the guidance drama is used as a source of developing fruitful class discussions. (Author/RK)

Suggests that a reexamination of the studies and research of developmental psychologists Kohlberg and Perry is needed in any examination of values education. Parallels and contrasts two theorists, and discusses the use of their schemes in studies of moral development in young adults and the phenomenon of moral regression. (Author/SMR)

Emphasizing humanistic approaches, this essay proposes to: analyze and develop the need for supervisors and teachers to be dialogic rather than monologic communicators; analyze and develop the necessary conditions for dialogue with self and others; and apply dialogic communication to the supervision process in the school. (JC)

Seven teacher behaviors were considered in terms of their application in the classroom as well as how they humanize learning. The suggested questions at the end of each description were provided for assessing the particular competencies of a teacher using these behaviors. (Author/RK)

If education is to meet the current and future needs of our society, humanistic objectives and humanistic thought must operate at the very heart of every school and classroom in the nation. (Author)

Discusses the ideas and educational philosophies of two radical leaders of adult basic education. Both were learner-centered and humanistic and both viewed adult basic education as a method of social reform. (DC)

After five decades in the classroom Lillian Blumenfeld's passion for her profession, concern for children and outspokeness on the issues are still vibrant. (Editor)