A research project evaluated teaching approaches of precollege humanistic and behavioristic psychology teachers in 266 public and 71 private schools in Florida. Findings indicate that there exists no real difference between humanistic and behavioristic psychology teachers and their respective courses. (Author/DB)

Available from: Social Casework, 44 East 23rd Street, New York, New York 10010. A group tutorial program coordinated by the principal and a consulting social worker for 15 underachieving high school students emphasized individualized instruction with a humanistic approach. (CL)

A historical justification for the need for traditional liberal learning in adult education programs to balance the vocational and experiential forms of learning is offered. (LBH)

Argues that middle school social studies must devote attention to both cognitive and affective goals. Provides a list of eight purposes and seven teaching strategies for middle school social studies. (JDH)

In an integrated high school in Oregon, a course, Literature in American History, sharply deviates from the standard curriculum. Using the pedagogy of Paulo Freire, two teachers encourage students to use analytical skills to radically rethink their assumptions about American society. Social contradictions and new possibilities for social change…

The United States must embrace a broadened concept of science as a basically humanistic endeavor if it is to maintain its vigor as a democracy and an international leader. Education needs new programs and gifted teachers to give students a broad and comprehensive knowledge of both the liberal arts and science and technology. (MSE)

Provides a brief history and reviews recent literature on the U.S. Supreme Court's involvement in issue of religious freedom and public education. Summarizes cases which, it is contended, demonstrate that the court is protecting, rather than attacking, religion. (JDH)

A healthy school climate occurs when school personnel work together to create an environment that is productive, nurturing, positive, and supportive. Such an environment promotes social networking, cooperative behavior, and creative and self-enhancing independence within a framework of personal responsibility and accountability. (MT)

Investigated what kind of affective education experience would lead to maximum gain in self-concept. Contrasted facilitated and directed experiences. Found that seventh graders (N=30) in the facilitated group demonstrated the most positive self-concept change. (ABB)

A content analysis of the writings of 40 representative humanistic educators yielded 15 major operating values. The construct validity testing of two forms of the Orientation to Learning questionnaire, developed from these identified values and administered to 99 graduate students, is reported. (Author/LMO)

Maintains that imaginative philosophical dialogue is an essential and necessary condition to education. Contends that the development of an autonomous person who has the ability to think well and to think for him or herself about matters of importance is essential in a democracy. (Author/JDH)

Outlines ways the school improvement movement has been dominated by the ideal of self-actualization. Presents an alternative strategy for school improvement involving a developmental orientation in which the power to make changes is transferred to the schools and the teachers themselves. (Author/MD)

Describes the pedagogical and philosophical reasons for adopting the use of take-home multiple choice exams for introductory sociology courses. Reports students' reactions to the exams and provides a discussion of the grading conflicts which arise due to improved performance. (JDH)

Lecturing to class each meeting is misuse of widely available instructional resources. Describes how to randomly assign a racial and ethnic identity to each student and how to use the community to invigorate an undergraduate race relations class. Concludes that colleges have been too cognitively oriented and that much can be gained by providing…

The authors are concerned that the health-care system has become depersonalized. They propose a prerequisite course for admission to all allied health programs to present a wider perspective on health and illness. The course would be modeled on humanistic rather than technological concerns. (Author/CH)