Presented at the 66th Annual Convention of the National Catholic Educational Association, Detroit, Michigan, April 7-10, 1969.

A plea is made for a humanistic approach to education. (JD)

The gifted child movement and the creativity movement are discussed in terms of their history and their proper interrelationships and places in the larger gestalt of humanistic psychology. (DLS)

The author defends humanism and humanistic education against the attack leveled against it by Alexander Solzhenitsyn in his Harvard address. (IRT)

Michael Polanyi was on "JHP's" Board of Editors for many years, and his book, "Personal Knowledge", published in 1958, was an important factor in the development of humanistic psychology. This "rememberance" presents an overview of his personal background and the major outlines of his thought. (Editor/RK)

Describes the principal characteristic of the most prevalent form of humanistic psychology today, especially as it is found in management circles. Concludes with observations concerning the frustration experienced by managers and others attempting to provide leadership within traditionally dehumanized organizations. (LLL)

The thesis of this article is that the effectiveness of an organization depends on the philosophical bases of the individuals involved. Thus, the philosophical bases from which the individuals operate are the sine qua non for organizational effectiveness. (Author)

Humanizing education means making education value-oriented. (JA)

A call for considering the essence of the human condition, together with a plea to ask different philosophical questions relative to the nature of Science and its appropriateness to 20th Century man. (Author/JB)

The role of the humanist as interpreter of cultural documents is defined and discussed. (DB)

Educational humanists must develop a more precise scenario for the future. (Author/LR)

Reading programs should emphasize the emotional and affective development of the individual. (Author/RA)

Comments on the role of elementary school principals in the 1970's. (LN)

Responds to an earlier article by Kenneth A. Penman and Samuel H. Adams concerning humanism and the schools. Points out fallacies in their arguments. (FL)

Humanistic behaviorism may provide the necessary bridge between behaviorism and humanism. Perhaps the most humanistic approach to teaching is to learn how certain changes will help students and how these changes can be accomplished. (Author/MLF)