This excerpt from the book, "Personalized Learning in Physical Education," discusses the meanings of cohort, individualized, personalized, and humanistic education, and stresses that the individual instructor must choose for himself among the varieties of individualized instruction or decide whether to use any at all. (MB)

Describes programs sponsored by and materials available from the National Humanities Faculty, the National Endowment for the Humanities, and the National Endowment for the Arts. (DD)

Provides a critical review of a current television series in health education. (Editor/RK)

Describes an innovative, interdisciplinary program at a floundering, small, private college which stresses analytical and communication skills. (Author)

Conflicts between cognitive and affective functions of education are addressed, and it is suggested that colleges must promote the dynamics of learning and teaching, the involvement of students in the intellectual, emotional, and valuing activities that are a part of all liberal education. (LBH)

Discusses the need for teaching social values in engineering education and suggests that engineering instructors include more societal issues in their courses to better prepare future engineers for decision-making. (MLH)

The humanistic orientation of students at different points in their law school experiences was examined to determine whether this value changed markedly from entrance to graduation, and whether alumni practitioners and teachers held the same or different views from their students.

Many educational practices are based upon philosophical ideas about what it means to be human, including particular subjectivities and identities such as the rational person, the autonomous individual, or the democratic citizen. This book asks what might happen to the ways in which we educate if we treat the question as to what it means to be…

A summary of the experiences of a counselor educator while introducing psychological education into a counselor education curriculum and an assessment of that curriculum. (JC)

Compared changes in students (N=33) who took a traditional psychology course or an experimental course which included personal growth experiences as well as didactic material. Results showed significant changes on measures of self-actualization for the experimental group and support the use of growth experiences in an academic framework. (JAC)

Martin Heidegger's view of modern technology and some questions it poses for educators are discussed. Specifically examined are the challenge for education posed by the claim that contemporary conceptions of education and of human nature are destitute and the destitution of two current humanistic traditions--the liberal/rationalist and the…

An anthropology professor discusses the three major educational objectives of her introductory college course. She wants her students to understand cultural relativism, the meaning of race, and the reality of evolution. (RM)

Education for peace and disarmament should be an integral part of all education. Educators face two tasks: (1) short-term marshalling of available forces to change the present situation; and (2) long-range shaping of human consciousness and institutions that will make peace sustainable. (PP)

Gewirth's theory, an ethical system that is a variant of ethical humanism, critiques other recent philosophies of law and also gives a complex and detailed brief for an individualist, humanist, ethical position. Gewirth presents a logical linkage between the system and legal decision making relevant to law students. (MSE)

Explains how affective education for students, teachers, and administrators can save schools money on such items as substitute pay, student retention, vandalism, and teacher transfers. (Author/JM)