A comprehensive recommendation covering all forms and stages of education adopted by the General Conference of Unesco at its 18th session in 1974, the article includes guiding principles, action in various sectors of education, teacher preparation, educational equipment and materials, research and experimentation, and international cooperation.…

The theoretical soundness of affective education and the schools' responsibility for identifying, recording, and judging affective change is defended. Teachers should receive formal affective training. Essentials of a good training program, sources for locating one, and suggestions for convincing others of the need for affective education are…

Argues against the attitude that "there's nothing you can do" with a major in English; outlines the advantages of an education in English that involves intensive and extensive study of language and literature and that prepares students for living and working as educated humanists. (GW)

A more lasting change in smoking behavior and attitude results from a smoking intervention program that uses affective educational activities such as values clarification and discussions pertaining to feelings and emotions as they relate to cigarette smoking. (MM)

Presents humanistic behavioral objectives for teaching about semantics, grammar, dialects, lexicography, body language, foreign languages, and the history of English. (DD)

Death and dying courses have experienced very rapid proliferation. Such growth suggests the value of a pause to examine strengths and weaknesses of such courses. This article contributes to an ongoing dialog on this subject by outlining a model syllabus for a broad-scale, introductory course on death and dying. (Author)

Explores institutional efforts to bring balance to past over-emphasis on rational and cognitive processes by underscoring the value of human feelings. Discusses specific community college programs exemplifying innovative approaches to institutional organization, human development education and staff development. (AC)

Beginning with the notion of language as the basis for all thought, this article presents a formal analysis of Unamuno's thought and its relevance to educational aims in modern culture, stressing that the goal of education is to draw the student into the background of meanings and feeling that constitutes his language that he might come to learn…

Describes the author's approach to values and the valuing process. Describes the goal of this process as that of accepting nature as best we can and of not cutting short the destiny of other species. (Author/MA)

Stresses the need for death education programs in schools and colleges. Suggests a rationale for teaching about death and dying, community projects for students, social issues for classroom debate, language arts activities, and ways for teachers to help children who have recently experienced death in their families. (AV)

An aesthetic object can have moral implications for the viewer; it can affect his moral deliberations and derivative conduct. The characteristic aesthetic forms of a society reflect a structure of feeling operant in that society's total being. (JD)

The author explains how a humanistic curriculum can function as a component of systems in which learning outcomes are predicted, and in which students' and teachers' responsibilities are defined clearly. (GW)

This paper is concerned with the norm-referenced, standardized achievement, aptitude, and intelligence tests that are being administered to elementary and secondary school children in our schools today. Why do school systems continue the use of standardized tests despite all the abuse being heaped on the practice? (Author)

Pacific Lutheran's integrated studies program includes eight courses and one seminar, all with "dynamics of change" as the theme. Courses are related to each other in pairs or sequences, each sequence having its own unifying and controlling topic expressed in the particular subjects of each course component. (Author/LBH)

The concept of counsellor-as-teacher has gained popularity as a developmental approach to helping people achieve interpersonal competence. This article describes a systematic training program designed to help counsellors transfer their skills to the classroom and thus become teachers of interpersonal effectiveness. (Author)