An examination is made of dependency in the area of educational analysis and policy formation on the use of metaphorical thinking. A clarification is made of the conceptual difficulties that arise from the inability to understand the difference between the phenomenological world and the symbolic world. (JN)

This report summarizes the historical development of humanism from Petrarch and Boccaccio in the Renaissance to the present. The freedom of thought, self-expression, and creative activity that characterized the humanistic schools are considered to be the fundamental bases of education today. A brief description is given of brutalization and…

Education, the author believes, falls far short of the goals set for it by our society. The humanities receive insufficient emphasis in the schools, and the quality of life in America is poorer because this is so. (Editor)

The differences between inquiry from a religious perspective and from a nonreligious perspective are examined, and specific implications that these differences may have for curriculum inquiry are discussed. Two separate viewpoints are presented. (JN)

Indicates that women are eased out of science careers by factors other than a supposed lack of spatial ability. Advocates that the masculine bias in science be reduced through the humanization of science and technology and a realignment of societal goals. (GS)

Traces the history of the British Social Hygiene Council and relates the Council's aims in education to the development of Social Biology courses in England at the primary, secondary, and college levels. (CS)

Educating for belief or unbelief means educating for religious and spiritual literacy and examining religions from historical and philosophical perspectives. The First Amendment does not forbid teaching about religion as part of our cultural heritage. Spirituality requires no institutional affiliation. Sacred music and art should be restored to…

Discusses the influence of Hindu, Moslem, and Buddhist metaphysics on Maria Montessori's own pedagogical philosophy of Cosmic Education, which she regarded as the core of all learning experiences, after her visit to India. Considers the relationship between Montessori's ideas of child development and Cosmic Education, and the effect of Indian…

This paper, presented at the National Science Teachers Association (NSTA) conference in April, 1972, in New York City, emphasizes the need for science to become more humanistic and integrated. The author advocates that the middle school, being unique, will require a major restructuring of the present curriculum. Also included are goal statements,…

Responds to Richard Ekman's criticism of poststructuralism and discusses three strands of a poststructuralist English curriculum. (EL)

The role of the Catholic school educator is to "help each student become the 'new creature' that each one is potentially, and at the same time prepare them for the responsibilities of an adult member of society." The potential referred to includes mental, physical, psychological, and spiritual growth. This resource and planning guide for…

Author attempts to describe and clarify some of the components of the humanistic school. (Author)

Describes a number of approaches that schools may take to humanize the educational system and counteract contemporary objectivity, dehumanization, and alienation. (JH)

A collection of essays focuses on the need to integrate philosophy into sport and physical education. The function of sport philosophy is to examine beliefs and values as a basis for human behavior. Philosophical issues examined include: (1) cheating; (2) competition; (3) the development of self-reflection and responsibility; and (4) the…

Three significant federal court cases addressing the issue of the role of religion in public school curriculum and textbooks are described. The claims of the Christian fundamentalists were rejected in all three cases, reflecting continued judicial adherence to strict separation of church and state in public education. (MLW)