This article describes secular humanism and refutes arguments that secular humanism is a religion and, as such, is practiced by most educators. It concludes that knowledge is the most important tool for combatting evangelical right-wing or extreme left-wing movements. (MT)

Argues that Juan Luis Vives' efforts to rehabilitate the discipline of discourse may well have been the most original of the sixteenth century, and that his discussion of elecutio (the essence of rhetoric) is considerably more distinguished than that of the better known Peter Ramus. (RS)

Recognizes the difficulties involved in trying to define the term "genocide" and how concepts such as "cultural genocide" and "political genocide" affect debate on the subject. Argues that to be clearly understood, genocide must be defined widely enough to identify appropriate cases, yet narrowly enough that it is not trivialized. (GEA)

In an interview format, Dadrian discusses his views on the Holocaust and the Armenian genocide. Analyzing topics such as "victimology," he demonstrates how outside countries and the victimized group actually facilitate the genocidal process. Concludes that world concern must be generated so that events similar to those in Armenia are not…

Describes disillusionment with the idea of progress, which now involves exploitation of natural resources and impoverishment of peoples. Rather than trying to reconcile our desires with nature, we have chosen to flout its laws. Progress must be determined with specific social goals in mind and must have ethical guidelines. (CS)

The characteristics of the humanism and humanitarianism of the developed Renaissance are revival of classicism, delight in life, experimentalism, individualism, realism, love of beauty, increased secularism, and versatility of gifted individuals. An examination of artistic works created from 1260 to 1310 suggests that these qualities were evident…

This study sought to probe the contention that curricular specilization in higher education produces a polarization between the scientific and humanistic cultures. Implications for interpreting the impacts of major fields of study upon attitudes and values were discussed. (Author)

Defends his article on educational accountability in Media & Methods'' (Sep 1972). (RB)

The major ideological goals of Yugoslav education are discussed and it is noted that on one goal, that of ending elitism, or social inheritance in education, the actual attainments fall short of expectations. (JB)

Describes a work by Stephano Guazzo that helps explain the rhetorical influence in Renaissance thought and the relationship of that influence to humanism.'' (Author)

George Leonard, author of Education and Ecstasy, discusses the need for a transformation of values, behaviors, even taboos" in this country. (Author/AK)

The teachers as agents of society should reassess their traditional roles and seek new avenues in providing communication skills commensurate with human values. (Editor)