Interprets the humanities as a rich and essential resource for understanding and making human choices in the real late twentieth century world. (MSE)

Describes personality traits of teachers rated as highly empathic in a study of 24 teachers of emotionally disturbed children. Results suggested that teachers rated high in empathy also rated high on teaching performance. They had moderate feelings of self-worth and altruism but low feelings of acceptability to others. (JAC)

Explores the disparity between what is desirable in English classrooms and what is available. (HOD)

Reviews the history of the passage of the Hatch Amendment. Defines the regulations and examines testimony given during congressional hearings. Discusses the implications of the amendment. (MD)

Students celebrate Black History Month in a variety of ways. Examples from teachers on ways to celebrate include creating a Black Hall of Fame, a freedom center, a presentation on African History, and a school presentation giving tribute to Black Americans. A teacher resource guide is listed. (DF)

The use of seminars to develop reflective thinking in preservice teachers is explored in this article. Case studies of discussions with elementary education majors offer insight into this area of educational concern. Implications for practice are discussed. (DF)

Focuses on self-concept as learner and identifies selected characteristics of students who seem to possess positive self-concept in this area. The identification process is based on information provided by the Florida Key, an observation inventory used to infer student self-concept as learner. Discusses implications for educators. (JAC)

Offers eight lessons to be learned from school sports activities that the author considers more important than winning, including how to win and lose, compete, cooperate, participate, work toward a goal, develop self-discipline, sacrifice, and develop new skills. (JBM)

Delineates the valid emphasis placed on humanities. Discusses and defines three modes of thinking particularly well-suited to the study of humanities and to helping students analyze, imagine, and question and that help them create value and meaning in their lives. (CRH)

Provides examples of affective measures teachers can use in the classroom to examine the feelings and attitudes of students and discusses the role of the school counselor in promoting affective measurement. The information should lead to a continual modification of instructional techniques to encourage student development. (JAC)

By developing nonlinear learning techniques in an evolving educational system, art educators have an opportunity to help individuals, no longer pressed to satisfy basic survival needs, integrate their individual genetic inheritance and the cultural environment of which they are a part. (MB)

Affective education's goals can be sabotaged by unrecognized ethnicism in the teacher, the school, or the materials used. Teacher/facilitators of affective strategies should develop a sensitivity to all types of ethnicism. This paper considers the implications and concerns of ethnic awareness which are specific to drug education. (Author)

Interprets a range of affective evaluation practices, with a brief discussion of the strengths and limitations of each. Ideas for some new directions are also explored. (Author/JG)

Moral education is woven so tightly into the fibers of the public school curricula that educators must systematically plan moral education programs that rely on both the natural propensities of their students and the material presently employed in the schools. (JD)

In three college level psychology courses the author has used a "media project" technique to relate course content to popular media. Students search popular media for items applicable to the course and then rate them for relevance, centrality, and degree of misrepresentation. (AV)