The rationale for a program in Developing Understanding of Self and Others (DUSO) is presented. The program is concerned with helping the child become more aware of himself, others, and the nature of human development. (Author/JB)

Fifth grade students with socially deprived family backgrounds met weekly with a teacher for twenty minute discussions. They progressed from a need to resolve conflict, through sharing of thinking and objectives, to a degree of self-understanding and an awareness of one another's needs. (Author/JB)

The acceptance of self-guidance as an educational goal requires a considerable reorientation of thinking with respect to the purpose of education, the content of the school curriculum, and the role of the teacher. (Author)

Ideas, opinions, and goals related to physical education are presented by 7 new physical education teachers. (JB)

It has been proposed that in order to meet the dilemma of societal viability, an open aristocracy or elite may be the most effective form of social structure while every effort is made to have the individual establish a strong ego identity within the context of the social order. (Author)

Socialization to the legal system was explored with data on attitudes toward policemen, the Supreme Court, and the fairness of laws obtained from approximately 9000 elementary school children tested in 1961-62. (JM)

Discusses seven assumptions about the aims and functions of the university. Until they are brought into balance, the university community will be uncertain as to its directions. (Editor/IR)

This analysis provides the basis for conceptualizing vocational maturity development as being analogous to and not separate from personality development. Proposed research studies are mentioned which test basic relationships between vocational maturity development and various aspects of personality development. (Author)

Further information about this program may be obtained from the author at Grasmere School, Fairfield, Conn. 06430. (Author/RD)

This article's thesis is that social science education must be directed toward increasing the student's capacity for rational, empathic action toward self, toward others, and toward the environment. The author makes several suggestions for reaching this goal. (Author/JB)

If we, as teachers, can turn inward, we will discover much that is of value to ourselves and to our students. Genuine educational encounters are those involving humanness. There is no other curriculum. (JB)

A comparison between a T-Group course and a more traditional human relations course indicated the following findings: the T-Group course showed more here-and-now behavior, more group dynamics and less organizational dynamics content, more involvement, more perceived transfer of learning, and more percieved comfort with feelings. (Author/BY)

Seven flexible open plan design schools are planned to encourage more personalized patterns of learning. (Author)