It is the responsibility of humanists and those who value humanistic knowledge to make the most of two opportunities: (1) to bring about real, lasting, and vigorous reform in the schools at all levels and (2) to see that the humanities are a strong and persuasive force in that movement. (Author/MSE)

Describes the G.I.T. (Getting It Together) program, a heterogeneous delinquent treatment program combining affective education and social skills training. Delinquents with immature personalities or neurotic features appeared to benefit more from the program than those with characterological disorders. (JAC)

The development of humanistic foundations of education is described in this article. An educational orientation that stresses all professions working together is necessary for redeeming the democratic vision. (DF)

Discusses "technological tyranny" and its demeaning of language and learning. (FL)

Describes "The College Course," a course designed by six Vassar professors to advance the goals of liberal education, through interdisciplinary, integrative, and synoptic study while laying a basis for later liberal arts studies. Considers the possibility of adapting the model to other disciplines and institutional settings. (DMM)

Business is a major social institution, but liberal education has traditionally ignored it. Instead, it should see business as a major field of application of humanistic and liberal values, theories, and methodologies, as well as a place where ideas can be tested against the pressures of real life. (Author/MSE)

Compared two models for developing empathy in 96 emotionally disturbed children. Three areas were examined: help-giving behavior, self control, and responsibility. Behavior observation revealed that children in classrooms operating under the Humanistic/Psychoeducational Model were significantly more empathic than those in Behavioral/Learning Model…

Answering Richard Paul's critique, the author restates his preference for open dialog in the school about beliefs and issues, rather than excessive concern with techniques of critical thinking. Children learn worthwhile things without being directly taught, while an unintended consequence of teaching critical thinking may be a weakening of…

Advocates restoring humanities to a central role in the curriculum, in that educators must have the courage of their convictions and the responsibility to enact what they believe to be a good educational policy and to urge education organizations to work on their behalf. (CRH)

Argues that teachers of writing and literature need to make connections between the classroom experience and personal and community values. (MM)

Suggests that, because an integrated curriculum encourages students to explore and express informed opinions on any topic, it can help students become adults able to meet the challenge of rapidly changing professions and job descriptions. (MM)

Addresses moral choices that lie behind practical proposals made by Joseph Schwab in "The Practical 4: Something for Curriculum Professors to Do" (Curriculum Inquiry 13:3, Fall 1983). Choices include (1) a problematic/inquiry approach to the theory/practice relationship; (2) a sense of community in planning groups; and (3) an operative,…

The basic theory of learning practiced by humanistic teachers is described as a concept of behavior. Focus is placed on the need to develop personalized instructional goals, the student's self-concept, the interaction that takes place between people, the integration of affective and cognitive learning and the teacher expectancy phenomenon. (Author)

This paper concerns itself with the problem of how the survival of the world no longer requires brutal strength and military superiority, but education--education for a new world society through a new curriculum. Inherent is a value system in which man is master and above technology, materialism and machine. (Author)

This article points out that aggression has had a positive value throughout American history and continues to be an important part of the culture and value system. The author traces the forms that aggression takes and suggests ways of incorporating values of peace and cooperation into the schools. (NG)