Argues that the generalist's breadth of knowledge is an indispensable quality for leadership. Points out that general international leadership is rare in an era when public opinion is instrumental in forming policy. Discusses four personal role models: Paul Hoffman, Jean Monnet, Hubert Humphrey, and Barbara Ward. (DMM)

Describes career skills approach to career education as focusing on the whole person, being inexpensive, and being taught by every teacher. Outlines how the career skills approach can be implemented in rural schools. (AH)

The artfully inviting teacher utilizes both personal and professional teaching strategies and is thus most successful at maximizing student development. Personally inviting behaviors send messages which communicate caring and positive regard. Professionally inviting behaviors increase the recipients' efficacy, competence, and independence.…

Questions commonly held assumptions about lifelong learning. Suggests that lifelong learning should include daily-life activities of learning, doing, and being that involve cooperation with a community of friends or family rather than just formal instruction. Outlines elements of holistic lifelong learning. (SAS)

Owen Valley High School in Spencer, Indiana, uses a holistic approach to integrating its academic and vocational curricula. Publication of a book of student-written stories on local history was a collaboration of classes in creative writing, civics, child development, English, art, computer applications, print communications, manufacturing,…

The authors present a rationale for infusing a wellness model into the curriculum design of 1st-year college students success courses. The Wheel of Wellness model is proposed as a framework for addressing student needs in a holistic manner. (Contains 21 references and 2 appendixes.) (Author)

Explores how relations between grandparents and grandchildren are contingent upon a matrix of intergenerational relationships. Findings indicated multiple dimensions of grandparents' involvement with grandchildren to be associated with grandparents relationship with their own grandparents; grandparent's perception of closeness with grandchild; and…

Critiques the technological view of literacy and the traditional assumptions of the consequences and value of literacy. Suggests that these positions view literacy as unitary and inherently beneficial. Argues that reading and writing should be seen as complex social forms intertwined with other elements of human activity. (38 citations) (BCY)

Considers how the post 9/11 balancing act between stopping terrorism and protecting civil liberties shows how closely the rights of religion, speech, press, assembly and petition are intertwined. Examines the First Amendment in America's schools at the turn of the century. Presents a holistic approach to the First Amendment. (SG)

Reports on a case study that illustrates how internal curriculum assessment processes used by an environmental science and policy department led to the creation of an innovative tenure-track faculty line for someone whose primary activities and scholarship focus not on traditional disciplinary scholarship but instead on coordinating the holistic…

Describes the Maryland Partnership for Teaching and Learning K-16, a statewide effort created in 1995 as a response to the growing need for cross-segmental collaboration in the education community. (EV)

Traces the emergence of engagement mentoring, which seeks to re-engage socially excluded youth with the formal labor market by altering their attitudes, values, and beliefs. Engagement mentoring has been promoted in European and British policy as an holistic response to social exclusion. (Contains 62 references.) (GCP)

Focuses on development of a new student orientation program specifically for small colleges. Stresses importance of orientation program's role in student retention and recommends a holistic approach to meeting students' adjustment needs in six developmental areas: social, occupational, spiritual, physical, intellectual, and emotional. (ABL)

Outlines Rudolf Steiner's pedagogic principles and shows how they apply to the Waldorf schools, putting particular emphasis on those practices that involve body-mind integration. (JOW)

In response to Heshusius (EC 220 916) the article offers examples contrasting the mechanistic with the holistic approach to special educational needs and notes the effects on special education of the logical empiricist philosophy of science and behaviorist psychology. (DB)