An action plan for incorporating more humanistic concerns into professional education is presented. Four goals are identified: providing the ability and skills to think logically, communicate clearly, make moral judgments, and make value determinations. (LBH)

Defines a process that will enable counselors to design their own guidance activities relevant to the special needs of various student populations. Six steps are suggested: experiencing, publishing, processing, generalizing, developing, and applying. (ABB)

Revealed a positive relationship between the humanistic emphases of beginning teachers and the importance they assigned to such research-based teaching practices as the use of advance organizers, behavioral objectives, and cooperative learning strategies. (Author/ABB)

Humanist educators must attempt bold cross-cultural comparisons both to test general theories of language, thought, or behavior and to refine concepts central to the humanities, such as aesthetics and ethics. China's ancient cultural tradition is a fertile area for cross-cultural comparisons with Western civilization in the search for…

Preventive discipline (as opposed to reactive corrective discipline) with special education students is achieved by raising the instructional importance of social/personal goals to the same level as academic goals. Among 10 guidelines are informing pupils of expectations, establishing a positive learning climate, avoiding threats, and structuring…

This paper describes a humanistic social geography course which emphasizes the exploration of the inner city area of Cincinnati, Ohio. Included is a description of the course's origins, goals, and methods. (JDH)

Details the founding and growth of the Facing History and Ourselves National Foundation. Begun as a local organization, the Foundation now helps teachers and administrators bring education about 20th century genocide, specifically the Holocaust and the genocide of the Armenian people, to students and communities across the nation. (GEA)

Argues foremost challenge to humanistic educators is to address seriously, both in theory and in practice, issues of meaningful values education and social action. Presents four domains of the educational process and three levels of values education, then integrates the two models into a 12-field grid of holistic learning processes. (Author/NB)

Explores the relationship of self-concept, locus of control and self-discipline in students. Suggests possible methods and techniques for teaching self-discipline in the classroom, which can help students achieve in a humanistic educational system. (JAC)

Argues that technology not only represents a set of devices that teachers may use but, more importantly, advances a view about knowledge that shapes social existence and stifles the creative learning that most educators extol. Advocates humanizing educational technology and reintegrating it into the process of learning, not just the classroom…

Schools should not teach values directly, but education can never be value-free. Schools can best promote moral responsibility by treating all students fairly, providing good role models, using discipline to help students, balancing competition with cooperation, and providing opportunities to students for responsible and altruistic behavior. (TE)

Reviews the major ideas of humanistic psychology that have relevance for education. Provides practical suggestions for implementing these ideas in the high school history classroom. (JDH)

Argues that in order to revitalize foreign language learning, language teachers must make every classroom a place where students can mold their personal tastes or apply the language to their own background and interests. Argues that language learning has a humanistic value in and of itself. (SED)

Discusses the need for appropriate emotions in professional nursing practice within an explanation for humanistic education, presenting Kohlberg's moral development theory. Explains a case study method that helps in achieving moral, emotional development. (JOW)

The author shows that it is through knowledge of the social studies that students become able to apply knowledge from mathematics, science, and other disciplines. Ultimately, the social studies allows them to make life more meaningful by helping to establish what is valued in life. (Author/RM)