Outlines the goals of a secondary social studies course for six categories: basic skills; citizenship; leisure time and stimulation; work, careers, or employment; knowledge and creativity; and understanding self and working with others. (RM)

Self-realization requires both protection and challenge from the environment. The developmental conditions of home and school are not meeting the needs of different children with their highly diverse and unique potentialities, especially in the provision of a proper balance between protection and challenge. (Author/SJL)

The inherent characteristics of industrial arts can provide many opportunities for promoting the developmental growth of children. Industrial arts curricular activities and learning experiences that are based on the student's developmental tasks can foster self realization and personal growth. (SK)

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)

Discusses the educational thoughts of Boyd H. Bode and the influence John Dewey's philosophy had upon the development of his ideas. Notes the emphasis Bode placed upon education as growth and the fact that he continued to attempt clarification of the Dewey philosophy even after Dewey began to lose interest in education. (KO)

Discusses the lack of theoretical principles underpinning experiential education. Outlines a flow model of experiential learning applicable to adventure education, involving the learner, reality context, new and applied skills, responsibility, and critical reflection. Suggests that even small increases in theoretical understanding will help…

This essay argues that academic achievement for gifted students should be viewed in the context of the life of the spirt--life guided by a desire to realize oneself; find and live a vocation; and embody great virtues, such as generosity and love of life. (Author/DB)

Suggests that the purposes of self-centered parochial (including educational) institutions be examined and that they be considered as structures designed to help human beings escape the shackles of their own constricted egos. [Available from JCSI, 119 West 24th Street, New York, New York 10011]. (Author/AM)

The document presents descriptions of a character education curriculum for elementary grades and personal success programs for junior and senior high school students. The described curriculum materials are available from the Thomas Jefferson Research Center. In the first section, the elementary curriculum, information is presented on goals and…

IN VIEW OF THE FACT THAT MUCH OF THE PARTICIPATION OF WOMEN IN CONTINUING HIGHER EDUCATION RELFECTS ATTEMPTS, OFTEN MADE IN VAIN, AT SELF-FULFILLMENT IN THE SPHERE OF PAID EMPLOYMENT, EDUCATORS OUGHT TO REASSESS THE WHOLE RANGE AND RATIONALE OF CONTINUING EDUCATION FOR WOMEN. ANALYSIS OF THE BASIC ISSUE OF WOMEN AS INDIVIDUALS AND AS MEMBERS OF…

ONE PART OF THIS BULLETIN CRITICIZES THE ASSUMPTION THAT ALL CHILDREN MUST LEARN THE SAME MATERIAL AT A GIVEN AGE AND AT THE SAME RATE AS THEIR PEERS. THE PRESENT CRISIS IN EDUCATION, PARTICULARLY FOR THE DEPRIVED CHILD, RESULTS FROM THE STRESS PLACED ON CONTENT RATHER THAN ON HELP FOR EACH CHILD TO GROW AS A HUMAN BEING. A MOST DAMAGING ASPECT OF…

The Oshkosh Career Development Guide provides a framework on which to build a career development program. The first 20 pages of the document include an introduction, a diagram of the career development model, a career development scope and sequence model chart, and a brief description of the program's three components: self, the world of work, and…

The membership of the Southeast Industrial Arts Conference was commissioned at its annual meeting in Atlanta in 1970 to develop position statements on a variety of questions and issues facing industrial arts in the Southeast. Prepared by a task force having 10 groups of members, this report contains the position statements developed at this…

Notes that lateral thinking is represented by the person who is able to exhibit exploratory behavior, while vertical thinkers take the most reasonable view of a situation and then proceed logically and carefully to work it out. Much of education and teacher education in particular reflects vertical thinking. (Author/AM)

A plea for educators to value the individual differences of children and to treat them with dignity. Traditional educational methods and objectives are examined. (ST)