The creationism controversy reflects not so much a conflict between science and religion as the emergence of a new cultural sensibility that is antiscientific, irrational, and influenced by the symbolism of modern communications. Science and religion must unite to rebuild the spirit of honest inquiry that is currently being eroded. (Author/MJL)

Examines the rhetoric of the Moral Majority. Argues that it expresses a romantic confrontation between agents of a liberal, secular, and humanistic world and those of an idyllic and moral America. (PD)

Humanities programs that involve citizens in discovering the relevance of the humanities to contemporary American experience are supported by the National Endowment for the Humanities through its state affiliates. State humanities agencies, catalysts in program design and delivery, and some programs are described. (Author/MLW)

Argues that the assumptions and methods of hard sciences do not fit the study of human communication behavior. The result is subversion of human dignity through method-oriented findings that do not produce useful generalizations. The path to scientific respectability lies in the traditional study of oratory. (PD)

The author views education's current basic skills and business-directed thrust as ultimately nonproductive to the first society in history which can offer material comfort to the majority. He identifies nine educational priorities which will lead beyond materialism to "human wholeness." (Part of a theme issue on the future in education.) (SJL)

Reflects upon the controversy between the values of humanism and of right-wing political groups, particularly with regard to educational objectives. Suggests ways in which humanists can make their voices heard. (DB)

The classroom is a ritual space in which the wisdom of the past is enacted and the shape of society to come is determined. As seen in literary works, there is a division between liberal learning and the world of action. Liberal learning enacts large, universal patterns of action. (JN)

Instructional technology is defined and related to the concept of humanism in science education. The historical development, characteristics, and applications of five technologies of instruction are described. (JMF)

Humanistic and pragmatic views and scientific rationalism formed the philosophical base for educational reform from 1915-29 and for the resulting rapid growth of university extension and its response to industrial development, academic standards, scientific agriculture, immigration, World War I, womens' work/education, and expanded communications…

Argues that Alcoholics Anonymous (AA) and Rational Emotive Behavior Therapy (REBT) share important rational objectives and numerous cognitive-behavioral methods. Both emphasize a philosophical shift as a principal ingredient for change. Provides definitions of rationality and spirituality and explains how REBT and smart recovery are spiritual…

Worker competence is defined and basic guidelines for competence-centered supervision are outlined. Procedures of evaluating the supervisee's competence are suggested. The processes of competence-centered supervision are analyzed, and the usefulness of a unifying scheme of competence for practice, supervision, and education in social work is…

Provides an annotated bibliography of 11 documents from the ERIC database concerning the teaching of religion. Includes items that explore the role of religion in public education, moral education, and secular humanism. Explains how to obtain ERIC documents. (SG)

The use of self-psychology, a theory first developed by Heinz Kohut, is discussed and illustrated with case examples from child welfare practice. The cases demonstrate that self-psychology can enhance an ecological model. The ways in which self-psychology can enrich the social worker's therapeutic role in permanency planning are emphasized.…

Discusses "border crossing" by individuals who augment their cultural valence through acquiring competence in and positive attitudes toward other cultures. Reports on two studies carried out according to the principles of humanistic sociology and based on memoirs written by university graduates. (Author/VWL)

Focuses on what transpired during a mentor-training course in Hungary that involved prospective mentors and student English-language teachers. In the course, role plays proved to be the stimulus for an exploration of how far the model of mentoring commonly promoted takes sufficient account of contextual factors. (Author/VWL)