This and the previous issue of the Journal of Education have been devoted to an exploration of some of the dimensions and disciplines of the emerging field of humanistic education. These articles afford the reader a representative glimpse of current work that scholars in the field are pursuing. (Author/BJG)

The context, meaning, boundaries, methods, assumptions, implications, practical outcomes, and evaluation procedures of humanistic education are explored. Contributor approaches are briefly sketched. (Author/BJG)

An inventory is presented which samples the vast range of resources available in humanistic education. Listed are institutions or programs thought to be important, representative, or distinctive. (Author/BJG)

Antecedents of humanistic education appear to be economic affluence and technological advancement. Historically, this phenomena occurred in classical Greece; the Renaissance; the agricultural and industrial revolutions in England; the Romantic period; the revolutions in the consciousness created by Marx, Freud, and the existentialists; and the…

The development of humanistic foundations of education is described in this article. An educational orientation that stresses all professions working together is necessary for redeeming the democratic vision. (DF)

Three dimensions of humanistic education are used to examine the idea of educational accountability: the systemic-organizational, the interpersonal, and the personal. Implications of the personal dimension of accountability are presented. (JMF)

The 60s, 70s, and 80s represent, respectively, the thesis, antithesis, and synthesis of the humanistic dialectic. Humanism and humanistic education in the 80s must help us to move from the idea of the isolated self to that of the social, independent, synergetic self. (Author/GC)