Secular humanism is not evil, as is charged by the Moral Majority, but is derived from early Christianity, with its concern for learning and human betterment. (Author)

Faulty interpretations of the concepts of freedom, helping relationships, and purpose account for misunderstandings about humanistic education. (Author/MLF)

Moral education takes thorough preparation. Prepackaged programs are no substitute for well-qualified teachers. (Author)

Classroom management and discipline are dimensions of teachers' professional competence skills that develop as pedagogical skills first, then control skills, finally humanistic skills. Suggestions from three authors to help teachers reach the level of humanistic discipline are offered. (MLF)

Ernest Boyer, president of the Carnegie Foundation for the Advancement of Teaching, assesses the limits of reform, formulates the substantive questions needed to move reform to a higher level, and proposes a convocation of educators to plan reforms for the 21st century. (TE)

Outlines the history and roots of affective education and points out its shortcomings in contemporary educational programs. (MD)

A curriculum is proposed that presents all subjects as a stage in humanity's historical development. The philosophies of science, history, language, and religion would be taught, and there would be strong emphasis on classical forms of artistic expression. (Author/MLF)

The need for affective education has been expressed throughout the history of public schools. Justification for moral education today can be made on the basis of any of the five most common types of needs: normative, felt, expressed, comparative, or anticipated. (Author/MLF)

In a response to the previous article by Carla Heymsfield, it is argued that whole language, as a coherent philosophy of language instruction, does not need to be "patched" with skills instruction, and that direct instruction cannot be reconciled with natural learning. (TE)

Explains how affective education for students, teachers, and administrators can save schools money on such items as substitute pay, student retention, vandalism, and teacher transfers. (Author/JM)

Suggests that understanding different conceptual models of curriculum making will increase the effectiveness and rationality of the development process. Presents four commonly used models of curriculum development: empiricism, rationalism, pragmatism, and humanism. (Author/JM)

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…

An effective discipline plan must emphasize respect and responsibility while addressing behavior problems. Assertive Discipline essentially tells students, "Behave or else!" (TE)

Trained in affective methods, teachers in Philadelphia (Pennsylvania) are helping students raise reading scores, improve comprehension, and feel good about learning. (Author/JM)

Based on experiences with her introverted sensing-perceiving type daughter, the author concludes that successful teaching requires trust, empathy, and a large-goal orientation combined with a clear understanding of Jungian typology. Included is a schematic description of Jungian types (as extended by Myers), excerpted from the author's book,…