Contemporary arguments urging educators to return to the traditional liberal arts may be both misguided and overly simplistic. Because Western culture has undergone several felicitous intellectual revolutions (analytical, aesthetic, and professional), the modern liberal arts curriculum should reflect the agnostic, critical, perceptivist style of…

George Brown's "On the Teaching of English in Elementary and High Schools" is praised for its approach emphasizing the development of self-knowledge, self-control, feeling, and creativity through English instruction rather than simply passing on communication skills. (MSE)

Education is experiencing a loss of meaning and respect and a fading sense of connection. Education for the whole, individual person will result in the practical, creative, and moral growth necessary in today's society. (CJ)

The study of the nuclear weapons culture and of disarmament must be made central to the curriculum in the humanities, the sciences, and other subject areas. After discussing the contradictions of the nuclear age, the author suggests using consciousness-raising techniques, readings, films, and student research projects as means of reaching…

In light of computer technology, the future direction of the teaching profession should be to place humanistic values above the machine. The issues raised by use of microcomputers will move beyond social, political, and economic concerns to the purposes, processes, and problems of education. (JN)

Two major questions need to be asked by teacher preparation institutions: (1) What ought to be the key areas of study for youth in the decade ahead? and (2) How should teachers be prepared to teach in these areas? Six concepts are suggested for a teacher education program for the 1980s. (JN)

Research evidence has pointed to the efficacy of integrating academic subject matter with movement experiences for children. Since language is the most important skill children learn in school, a methodology which uses learning centers, simulations, games, and other learning modes involving movement needs to be developed. (JN)

Describes and gives results of two studies conducted to determine what effects humanistic activities in teaching a foreign language have on attitudes, cohesiveness, and self-concept of foreign language students. (BK)

The liberal arts college's role has always been education for intellectual excellence and technical competence, grounded in a sensitivity for the dimension of depth in human experience. As American culture becomes more urban and more secular, the liberal arts colleges must maintain their essential task of asking ultimate questions. (Author/MLW)

Determined the influence of inservice training in Glasser's reality therapy and class meeting techniques on teacher affective behaviors, student on-task behaviors, discipline, referrals, and student absences. No significant changes in teacher and/or student behavior resulted from the inservice training. (Author)

Discusses methods for dealing with the inclusion of controversial issues in a science program. Two kinds of issues are treated: those that arouse parental sensitivity and those over which consensus has yet to be reached. (CS)

The humanistic, moral, and essentially religious (re-ligare: to tie together) nature of education is examined to answer the questions: What are we educating for? And what kind of community are we trying to create through education? (MJB)

Three dimensions of humanistic education are used to examine the idea of educational accountability: the systemic-organizational, the interpersonal, and the personal. Implications of the personal dimension of accountability are presented. (JMF)

Four educational models are presented; then the implications of these models for discipline are explored and explicated. The aim is to promote a greater awareness of the theoretical assumptions which motivate different attitudes toward discipline, thereby creating a more solid basis both for understanding and for intelligent action. (Author/KC)

The author states that many instructors focus on "how to teach fractions" and make mathematics cold, impersonal, and distant. Often overlooked is one of the most important facets of the teaching process, the relationship between the teacher and the child. (MP)