The essence of teacher maturity can be synthesized into personal, professional, and process domains. Although overlapping, these categories add a multidimensional approach to the search for what is good in teaching and provide a model for professional development. (MT)

A survey of deans of colleges of education indicated two major issues: cultivating and promoting progressive ideas among faculty and students, and regret that they had little time for personal pursuits. (JD)

Based upon the assumption that the way teachers perceive others depends upon how they view themselves, some items are proposed for self-study. (JD)

Factors relating to teacher motivation and burnout include: (1) a chance for advancement; (2) a sense of achievement; (3) recognition for a job well done; and (4) responsibility for job performance. (JN)

The goals of the liberal arts are to educate the critical, relationship probing, bridge building, autonomous person. (MJB)

Tribute is paid to the late Jim Aragorn, developer of the Lincoln Learning Center, a lifetime-learning, community-directed, educational institution offering programs for young children through adults. (JD)

A rationale for the inclusion of liberal education in the preservice teacher education program is presented, broad liberal outcomes are proposed, and recommendations for the attainment of these outcomes are suggested. (MJB)

The writings of Abraham Maslow are analyzed to determine the meaning of the psychological term "self-actualization." After pointing out that self-actualization is a rare quality and that it has little to do with formal education, the author concludes that the concept has little practical relevance for teacher education. (PP)

The premise that each human being possesses individual characteristics and potentialities is discussed through explication of the Anisa Model of educational theory. (LH)