The participating students were provided with membership in a group which had psychological reality, were given some reference facts with which to compare themselves, and were given some intellectual tools by which they might better understand the stresses acting on them. Evaluation of the pilot project was generally favorable. (Author)

A selection from Values in Transition: A Handbook", its thesis is that formal education...has an obligation to educate broadly along lines of the intellectual, emotional, and social components, notjust the intellectual one per se." (Author)

The scale developed in this study did not differentiate empathic regard; however, the use of videotape and insights provided through recall sessions made possible the creation of an instrument and instructions for its use which came closer to a congruence of theoretical and operational definition than before. (Author)

The author discusses his belief that educators must address themselves to the emotional and psychological needs, along with the intellectual and vocational needs of the students." (Author/AK)

It is proposed that this culture alleviates basic personal and group anxieties by offering defensive satisfactions. Strong social norms and the technical designing" of the staff tend to maintain an artificially united community," benevolently ruled. Also suggested is that Bethel culture serves to preserve American society from internal and…

Presents a set of guidelines for selecting hardware to promote students' sensory, cognitive, emotional, and social development. (MP)

Discusses the relationship between the education of the emotions and moral education. The author argues that moral education should be concerned both with right feeling and right action. The implications of this approach to moral education for multiracial education are discussed. (AM)

Discusses how Wesker conveys his central intuition about the limitations of language by employing verbal and visual games and rituals in his plays. Games take the form of playfulness to indicate emotional solidarity of everyday rituals with archetypal or religious undertones, or of games about the acquisition of language itself. (JMF)

From philosophic literature, the author details six humanistic functions art can perform in modern Western society. He considers the ways that art can keep the imagination alive, preserve our capacity to form human relationships, bring order to the world, promote communality and continuity, and give a meaning to life. (SJL)

Cites some of the problems of the health professions and provides guidelines useful for counselors in pursuing optional health and development. Areas of involvement of transpersonal psychology are recommended. (BEF)

Argues that teaching values in school is unavoidable and that current approaches to values education are insufficient. Suggests a more comprehensive approach which would include a concern for emotional growth as well as intellectual growth. Students must examine how people feel about things when creating solutions to moral dilemmas. (Author/KC)

This paper argues that morality is essentially a matter of rational reflection and judgment and has little to do with feelings or affections. The notions of reason and justification are analyzed. Four types of feelings are defined and shown to provide inadequate bases for moral judgment. (Author/SJL)