Discusses three books on education in the Renaissance. (RA)

Arguing for a system to educate the whole person, rather than train him in a few basic skills. (RA)

Humanities education today should try to teach the individual to live as a member of the group instead of exalting the individual at the expense of the group. (Author)

Studies the dehumanization problem that educational technology can present. (LN)

Contains speeches presented at the 1982 American Humanist Association Annual Conference. The author describes E.O. Wilson's contributions to the development of sociobiology. E.O. Wilson discusses the relationship of sociobiology to the biological and social sciences and to humanism. (AM)

Considers the dichotomy between the cosmic perspective and the creationist view. Presents an overview of various current explanations of the origin and nature of the universe, including scientific explanations, fundamentalist beliefs, and creation myths from other cultures. The article is based on comments made by Carl Sagan at the American…

Article concludes that the arts play an important role in revitalizing the human spirit. (RW)

Attempts to rehabilitate the term and the practice of humanism to show, in fact, that in its pragmatic and pluralist form, humanism is inescapable for creatures with content-involving capacities. (TB)

Surveyed humanist counselors (N=158) on selected spiritual and ethical beliefs. Results indicated that ethical/spiritual pluralism best characterized the humanists' stance. Discusses findings within context of historical and contemporary school of humanism. (Author/ABL)

Compares behaviorist interpretations of creativity, which present it as a product of causal factors, with existentialist interpretations, which concern themselves with inner processes. Offers an alternative explanation which combines both views. Discusses implications for education. (DMM)

Offers brief summaries of contributions made by several of Christopher Columbus's contemporaries, including Nicholas Cusa, Leonardo da Vinci, Michelangelo Buonarroti, Nicholas Copernicus, Johannes Gutenberg, Sir Thomas More, Desiderius Erasmus, and John Colet. Urges modern Catholic educators to learn from these risk takers and visionaries. (DMM)

Argues that autistic people experience greater comfort from imposed routines than from a yielding form of love and understanding called naive humanism. Assesses the flaws of naive humanism via Collin's theory of action, a reductionist approach. Compares the different social contexts of care of autistic people. (Author/CCM)