This article examines the many new group movements to increase personal awareness and adjustment to life, pointing out their values and warning of possible misuse. (JD)

Two processes are identified as central to the achievement of liberal arts goals in a field setting. They are reciprocity and decentering, both implying the coordination of multiple perspectives on the experience. (Editor/LBH)

Considers the problems of the liberal arts curriculum, concerned with the distinctive potential in human nature, and reviews career education, concerned with the practical possibilities of human action, as a possible solution. (Author/RK)

Responds to Richard Ekman's criticism of poststructuralism and discusses three strands of a poststructuralist English curriculum. (EL)

Presents a theoretical rationale for an interactional model of acculturation that stresses the role of personal choice and its complex interactions with environmental influences. Includes the model in detail and discusses its application in the study of acculturation. (JHZ)

Concludes that teachers reinforce behavior characteristics in students that they really do not believe are best for them. Argues that the educational system may be giving too much priority to making students successful and thus limiting the prospects for social reform. (FL)

Discusses student reactions to college recruitment/admissions practices. Students indicated campus atmosphere, academic program and campus visits influenced the choice of a college. They want good information on which to make a decision and want to be treated as individuals. (JAC)

The role of the Catholic school educator is to "help each student become the 'new creature' that each one is potentially, and at the same time prepare them for the responsibilities of an adult member of society." The potential referred to includes mental, physical, psychological, and spiritual growth. This resource and planning guide for…

Human agency, the ability to organize and direct one's own behavior, has recently been considered, reconsidered, and even abandoned by many psychological perspectives. This paper provides a discussion on the idea that an intelligible concept of agency can be articulated by revolutionizing the perspective on the relation of the individual person to…

Outlines some of the characteristics of humanistic objectives for education; e.g. humanist objectives are largely holistic, are concerned with affective aspects of learning that determine the expression of information in action; and are directed to the qualities that make us human. (Author/JM)

The relationship between a skills and humanistic-custodialistic orientation to instruction and the change in this relationship during a student teaching experience were investigated. Two instruments, one measuring skills orientation and the other measuring humanism-custodialism (Pupil Control Ideology), were given to a group of Social Studies…

Considered behavioral technology and its influence on educational quality. (RK)

Considers humanism and its meaning in schools and society. (RK)

To summarize: (1) the liberal education tradition must be reasserted; (2) college goals are to transform students into mature and educable persons; (3) human relations are the essence of a liberal education; (4) administrators must be aware of residential institutions' strengths; and (5) community adults form a necessary resource for the liberally…

Argues that social studies courses should prepare students to live in the world community. (RB)