Articles and documents concerning brain growth and hemispheric specialization, theories of cognitive style, educational implications of brain research, and right-brain learning activities are cited in this annotated bibliography. Citations are preceded by a glossary of terms and followed by a brief review of the assembled literature. Educational…

This monograph describes some of the physical, sociological, and psychological characteristics of older adults, identifies their needs, and outlines the role of the health, physical education, recreation and dance (HPRD) professionals in meeting these needs. The first section clarifies various theories on the aging process and the classification…

This text, written for students and teachers of English Composition, incorporates writing instruction with concepts of transpersonal psychology in a holistic and cosmic approach to writing. The text comprises nine units, which include teaching materials, group and individual exercises, and writing assignments. Unit I presents techniques of…

Suggests using the paradigm of qualitative research, consistent with the bio-psycho-social perspective, rather than the "rule out" decision-tree method of diagnosis for training in geriatrics. Argues that this paradigm would provide clinicians with the broadest picture of the presented problem. (Author/ABB)

Presents results of a study on the effects of topic selection on holistic scoring, which supported the idea that topic effects are reflected in student writing and influence student scores. (JC)

Programs for learning-disabled students generally emphasize basic skills acquisition, are highly individualized, use diagnostic-prescriptive methods, and are based on mastery learning principles. A more holistic approach is advocated and would include the content areas, systematic group interaction and instruction, experiential learning…

Claims that science takes a reductionist approach that has led to a fragmented view of the world. Argues that such a worldview lies at the heart of ecological crises. Calls for a new holistic approach to science. (TW)

Three holistic approaches to reading comprehension instruction for learning-disabled children are described: text-based instruction, explicit comprehension instruction, and a combined model. Following discussion of each model's strengths, weaknesses, and teaching techniques, the combined model is recommended. (Author/JDD)

Suggests a model for teaching mathematics with three dimensions: facts and skills, understanding, and problem solving. Geometric examples are used to illustrate each dimension and suggestions for integrating the teaching of the three dimensions are given. (PK)

States that the study of world views and philosophy of history is a prerequisite to effective education in environmental ethics. Offers historical perspectives on western society's conceptions of cycles, providence, and progress. Also provides suggestions for facilitating the emergence of a world view that is based on ecological principles. (ML)

Discusses Adler's holistic approach to the individual in the socio-cultural context as a means to better understand the Indian behavioral learning style and the implications of such a style for classroom practice. Lists general characteristics of Indian student learning styles and teaching strategies that may be effective. (JHZ)

Positivist-empiricist assumptions which underlie most social science theories form the foundation for textbooks in early childhood special education, screening test, and early identification measures. Holism, phenomenology, and social constructionism provide more adequate principles for work in these areas. (Author/LHW)

Advocates and defines a contextual science approach which emphasizes holistic investigations of phenomena. In the approach, small groups of teachers (each with an area of expertise) would be in charge of instruction. An example of the approach (with suggested roles for each specialist) related to the world food supplies is given. (DH)

Discusses the weaknesses inherent in Sidney Simon's values clarification method and Lawrence Kohlberg's cognitive moral development method, suggesting that single class, isolated instruction overlooks the affective, unconscious elements of character formation. Recommends an alternative holistic approach based on John Locke's concept of all…

In commenting on Dobbert et al's article (this issue), submits that the guiding principle of cultural anthropology, participant observation, is absent from their field guide. Argues that difficulty in studying cultural transmission cross-culturally is not only related to diversity in content but to deeper differences in metaphysical outlook. (RDN)