The development of humanistic foundations of education is described in this article. An educational orientation that stresses all professions working together is necessary for redeeming the democratic vision. (DF)

The value of Orwell's novel is not to be found in point-by-point comparison between the society it portrays and our own, but in its treatment of such important issues as the centrality of language in thought and action and the dangerous potential bureaucratic organizations have to dominate our minds. (JBM)

Advocates restoring humanities to a central role in the curriculum, in that educators must have the courage of their convictions and the responsibility to enact what they believe to be a good educational policy and to urge education organizations to work on their behalf. (CRH)

Education is tumbling aimlessly into a future in which the greatest acts of immorality will be those in which technological change occurs without thorough examination of consequences. Objectives derived from humanism and existentialism direct industrial arts education toward an examination of the technology; specific applications emphasize "doing…

A general essay on the difference between "education" and "training" as the author specifies why the use of behavioral objectives must be kept in perspective. (HB)

Criticizes educational "bandwagon" movements developed by "barbarians" who exploit and manipulate students while rejecting the learning principles characteristic of humanistic education. (RL)

Article attempts to reduce some of the misunderstanding about contemporary humanism and behaviorism and intensively analyzes the psychology of the individual. (Author/RK)

We need large scale social involvement which will mobilize the forces and institutions of society to bring pressure to bear upon the educational system. Until teachers can step out of their central classroom positions and into the role of agents for change, we may be stuck with our present inadequate system. (Author/CB)

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)

Second in a series of three articles on nurturing humaneness in the elementary school. A related article is EA 501 172. (Author)

Presents case for general education in sciences and scientific methodology at all levels of education as a means of enhancing application of scientific humanism to daily living of all persons. Growth of scientific humanism is considered as a hope for improved interpersonal relations, social decision and international cooperation. (JM)