Emphasizing a humanistic perspective, a committee at Virginia Commonwealth University was constituted to design and critique a course in modern fiction employing innovative technology and methodology. Educational objectives were identified, including critical thinking skills, questioning strategies, and affective development. The course featured a…

This publication is a collection of eight articles concerned with the open education movement in the United States. The articles include "The Concept of Openness: An Introduction," by Vincent Rogers and Bud Church; "Open Education and American Values: A Tentative Exploration," by Bud Church; "A British View of Open Education in the U.S.," by…

This publication contains a conversation about art and drawing between a university professor of arts and a former director of a public school cultural arts program. As part of the National Humanities Faculty Why Series, the book is intended to help students, teachers, and citizens maintain and improve their intellectual vigor and human awareness…

This two-part document explores the person-centered approach to performance-based teacher education as used by Project Change at the State University of New York College at Cortland. Part one discusses the program and its evaluation. Developed as part of a graduate program in early childhood education, the project is characterized by the following…

This study examined in detail the success factors of guidance counselors in the College Discovery and Development Program in New York City. The writer attempted to approach the study of human dynamics and humanistic qualities on several levels: the philosophical, the psychological, the organizational, and the experiential. The program sought to…

Prevalent among "third force" and other humanistic psychologists is the assertion that "becoming a person" or "self-actualizing" are desirable goals for individuals and for the human race. Major writers such as Rogers and Maslow and their followers have described the high-level humanizing process and have developed techniques for facilitating…

The accountability system was designed in part to link practice and theory more closely, but educators in the humanities point out that neither everyday experienced nor the affective domain can be accountable in such an explicity system. In the humanities, especially, there is another way of knowing -- unpredictable, unique, often capricious --…

Some complexities and difficulties in conducting educational research without an adequate systems view are indicated. Educational programs and problems can be differentiated into at least two main streams based on epistemological assumptions. Based on this differentiation, the researcher may apply different techniques and theories from several…

The major purpose of this paper was to report on several innovations in the promotion of affective skill development in the school setting. Three studies were carried out in urban, parochial schools and were analyzed together. A rural school study was discussed separately. The major strategies instrumental in each of the four studies included: (1)…

This document describes the planning and implementation of an interdisciplinary humanities program at Golden West College. A planning committee sought input from faculty and students in order to determine what needs were not being met by current general education requirements and to determine how an integrated program could be developed involving…

This dissertation examines the philosophies of Matthew Arnold and William Wordsworth in the attempt to provide a historical basis for a humanistic approach to the teaching of English. Arnold focused on the intellect, considering reading to be a criticism of life, while Wordsworth was concerned with feeling--emotions stimulated by experience and…

Based on the premise that therapy is a way of learning, two Field Centers were developed: (1) a small group in New Mexico who studied geology, botany, wilderness survival skills and themselves, the latter using group dream study methods and (2) a group in Switzerland to study Jungian psychology including individual analysis. (JT)

This article reviews the alienated individual's view of work, explores vocational development theory, and suggests that, to aid the alienated, vocational guidance begin with the question of values. (Author)

Presents a model for inservice teacher education which emphasizes affective goals and personal growth of the teachers and utilizes individual personalized instruction, open access learning, affective-experimental group programs and feedback. (JT)

An analysis of the curriculum, operation, and evaluation of the Bowling Green State University Humanities Cluster College, an interdepartmental living-learning program now accorded formal institutional status. Compares the 1975 program with those of earlier experimental years when the students were less career-oriented and pragmatic. (JT)