Curricula involving reflective inquiry are always dynamic, have a problem orientation, afford introspection, require personal decisions, and recognize that living socially is a basic human condition. Such a curriculum, which views education as a liberating force, has its roots in humanism and existentialism. (RM)

Explores basic issues generated by opponents of humanism. Discusses the beliefs stated in the Humanist Manifesto and compares the beliefs of Type One humanists who emphasize reason and logic and Type Two humanists who emphasize experiential, affective approaches. Stresses the need for clarification of beliefs. (JAC)

Life history data of educators should be analyzed for research purposes. The focus should be changed from an obsession with specific events and statistical data to a much broader historical sweep. Life history investigations set against the background of teaching patterns should provide an antidote to depersonalized accounts of schooling. (JN)

Measured the degree of religious commitment of rural elderly (N=259) and the contribution religion makes to their feelings of loneliness, anxiety about death, meaning in life, and well-being. Found religious commitment among the elderly to be the result of a cognitive attempt on their part to render the world intelligible. (Author/RC)

Briefly attempts to answer the preceding article by Welch, Medeiros, and Tate. Maintains that parents are rejecting the "old liberal left" and demanding an education that includes traditional Judeo-Christian values. (Author/JM)

The differences between inquiry from a religious perspective and from a nonreligious perspective are examined, and specific implications that these differences may have for curriculum inquiry are discussed. Two separate viewpoints are presented. (JN)

Discusses changes in educational philosophy, particularly in Great Britain, through the centuries in response to social change. Suggests that the most recent and relevant objective of education is for self-dependence--not only in schools but also in social services and public/political life. (DB)

Traces the recent history of humanities-based science since the publication of C. P. Snow's "Two Cultures and the Scientific Revolution." Discusses the establishment of science, technology, and society programs in universities. Presents viewpoints of leading scientists and humanists, including Ilya Prigogine, Carl Rubino, T. S. Kuhn, and…

Indicates that women are eased out of science careers by factors other than a supposed lack of spatial ability. Advocates that the masculine bias in science be reduced through the humanization of science and technology and a realignment of societal goals. (GS)

Traces the history of the British Social Hygiene Council and relates the Council's aims in education to the development of Social Biology courses in England at the primary, secondary, and college levels. (CS)

Relates the Victorian field sport of shooting to the development of the field science of ornithology in the nineteenth century. (CS)

Reviews a book that surveys the field of human urban biology and assesses the needs for further research. Summarizes seventeen chapters which include topics such as human genetics, the human biology of buildings, social disturbances affecting young people, and various urban-rural comparisons. (CS)

Discusses the recent literature on the humanization of law enforcement policy. Crisis intervention training programs, human relations training for police recruits, neighborhood team policing, and organization development approaches to management exemplify the humanistic perspective on police policy. (Author)

One strategy for helping clients develop their own self-development systems is educational intervention. The counselor assumes a teacher role to teach clients specific skills to better cope with problems of living. Presents a five-step counseling and self-help method to be learned by clients. (Author)

Presented is a history of higher education for women that explores the changing circumstances that made it possible for a woman, Elena Lucrezia Cornaro Psicopia, to earn a university degree. Topics include the education of women in ancient society, Christianity's influence, the rise of universities, and changes caused by the humanists. (JMD)