Reports on a pilot study that demonstrated significant changes in writing performance in college classes using structured humanistic psychological processes. (HOD)

Advocates a "trust relation" between English department chairpersons and the English teaching profession, examined in light of the composition-literature tension, cultural appreciation, literacy, student diversity, meetings and associations, English teacher education, course improvement, graduate education, reentering adult students, English…

Describes an evaluation of the Hammond Project, a humane society-sponsored humane education program in Indiana. The results show that there was little impact on the attitudes of students, based on the Fireman Tests. (SA)

The author discusses how to inculcate in pupils the capacities for liberty, equality, and fraternity, or, stated in other words, the capacities for creativity, for "give and take" among equals, and for perceptiveness of the real needs of others. (MJB)

While supporting the concept of affective education, the author warns that ill-trained or unscrupulous purveyors may use its techniques in ways that invade children's privacy and manipulate their emotions. She advises cautious implementation of affective education, with attention to staff development and careful screening of classroom materials.…

William James, Kierkegaard, Kant, and Arnold, among others, warrant attention as the responsibilities of colleges for the moral education of students are reassessed. It is suggested that the issue of culture as a moral enterprise is at the heart of the argument. (Author/MSE)

A general education program should impart: knowledge of the testing and generation of information, the distinction between findings and explanations of findings (which change over the course of time), and the ability to recognize that a "best" explanation for a phenomenon can exist among a multiplicity of explanations. (RJG)

The author posits five general goals of a liberal arts education, describes each briefly, tells how they are implemented in a curriculum, and explains how the attainment of these goals, singly and in combination, contribute a beneficial and humanizing effect to one's life. (Author/SJL)

Discusses the results of a correctional education program which appears to lead to a reduced rate of return to prison. The operation of the program is based on the moral development models and attitude change theories of Piaget, Kohlberg, and others. (SK)

The dean-elect's speech at the University of Oregon's 1980 May Commencement discusses some immediate challenges to legal education and its quality: the need to transform law students into professionals, competitive pressure in the profession, inadequate faculty salaries and rewards, and need for equal educational opportunity. (MSE)

A participant observation and interview study of ministry students revealed that these students received discrepant expectations for the professional identity from their faculty (the humanistic role) and from clients and other community members (the traditional role). (Author/SK)

Sets forth a guideline for incorporating humanism into grading with built-in adjustments that accommodate some human weaknesses. Built-in adjustments cancel or neutralize some of the blunders that are inherent in the teaching, learning, and testing processes that reflect student assessment. (Author)

Fourth-grade students were randomly assigned to either a treatment or a Hawthorne control group. The treatment consisted of participation in the Toward Affective Development Program. No treatment effects were noted, regardless of sex or class membership. (Author)

Suggests that understanding different conceptual models of curriculum making will increase the effectiveness and rationality of the development process. Presents four commonly used models of curriculum development: empiricism, rationalism, pragmatism, and humanism. (Author/JM)

Compares the concepts of "value added by education" and "value of the student as a final product," noting negative aspects of the latter. Examines the problem of measuring value added by education. Explains how vocational education illustrates the need to measure the worth of education by the value it adds. (SB)