The authors propose a pedagogy that considers a historical individual in all their reality, an education responsive to the situation of each student in the uniqueness of their existence. The educational action is always an ethical response to the demand of the other. Implies that I have acquired an obligation, a moral dependence which I cannot…

An issue of "Journal of the National Collegiate Honors Council" devoted to "Honors Around the Globe" is an important opportunity to consider the role of honors in creating international awareness and understanding. Honors faculty and administrators have become increasingly active in global cross-communication through, for…

In preparing cadets to be officers, the U.S. Coast Guard Academy (CGA) is committed to developing "the whole person." CGA has increasingly developed program-specific ways to achieve educational goals and learning outcomes. While character development and ethical education have long been important learning outcomes, today's CGA curriculum…

The phenomenon of violence, in its different forms and varieties; the peak of aggravated nationalists and extremists; poverty; the different movements of migration; the role of religion, the perception of the deterioration of politics; the need for an impulse of associated movement; the need to adapt to the roles that should confront the…

The philosophy of schooling and the pedagogy of schooling over the past two to three centuries has been in a state of constant flux. As we enter the 21st century, the age old debate between religious education pundits and those who advocate humanistic education rages on. The debate, then, centers around those who will or should have the right to…

Professional preparation grounded in a liberal education is necessary to develop graduates with the vision and flexibility to solve problems and improve the quality of community life. The phase system, linking liberal education and technical training in undergraduate recreation and parks curriculum at Western Washington University, is described.…

The linking of each lecture's purpose to its form and structure will help faculty organize instruction. The classical model of instruction is best to transmit information, the problem-centered model creates interest, and the sequential approach promotes understanding. (MSE)

Summarizes affective education programs and evaluations of effectiveness of these programs. Specific objectives of curricula cluster into three areas--internal-emotional, cognitive, and overt-behavioral. Results indicate that programs produce measurable outcomes in all areas, although evidence of effects is less impressive in the…

Whitehead's analysis of experience can contribute to an understanding of the process of liberal education by distinguishing among the experiential bases and characters of various kinds of knowledge. Subjective experience is identified as the basis of all philosophical inquiry. (JN)

Advocates empowering students to help them take control of their lives. Provides specific ideas on how educators can facilitate this process. Uses concepts from humanistic education, group dynamics, Quaker thought and action, and experiential programing. (KS)

Despite the proliferation of subject matters in the English curriculum, formal education continues to concede a priority to literature and the linguistic arts. In the past, the English curriculum has been shaped largely by essentialistic forces with an emphasis on skills. This position has been challenged by a strong existential trend in the last…

Education for peace and disarmament should be an integral part of all education. Educators face two tasks: (1) short-term marshalling of available forces to change the present situation; and (2) long-range shaping of human consciousness and institutions that will make peace sustainable. (PP)

Educational practices should strive to avert the catastrophe of nuclear warfare by communicating a sense of the reality and accessibility of peace. Educators must be responsible to all mankind for the values they hold and teach. Humanization should be the goal of curriculum development. (PP)

The author discusses how to inculcate in pupils the capacities for liberty, equality, and fraternity, or, stated in other words, the capacities for creativity, for "give and take" among equals, and for perceptiveness of the real needs of others. (MJB)

Computers are highly sophisticated information-processing tools. They must not become ends in themselves. Computer technology must not be substituted for direct encounters with other humans, for active participation in the free enterprise system, or for cultivating competencies necessary for citizenship. (PP)