A program is described which was intended to assist gifted ninth graders to develop skills, perspective, and characteristics needed to deal effectively with change. The program's goals (development of a futures perspective, futuring competencies, and self-actualization); philosophy; organization; evaluation; and content are reviewed. (CL)

This book is the 1962 Yearbook of the Association for Supervision and Curriculum Development (ASCD), conceived as a bridge between the learned disciplines of the social sciences on the one hand and the applied field of public school endeavor on the other. The Yearbook Committee was charged with the task of examining current theory about the…

Characterizes modern ashram schools as examples of Indian philosophy translated into practice. Describes essential features of the schools including the concept of dharma, proximity to nature, student-teacher relationship, holistic approaches, performance of menial chores, simplicity, meditation, recitation, intellectual and cognitive skills, and…

Education can serve its purpose only when it prepares individuals to live successfully. Teaching practices, instructional materials and the education system as a whole should be critically examined. Science program must become individualistic, humanistic, and futuristic in its character. (PS)

Curriculum that is centered in or is the study of the firsthand experiences of pupils is compared to curriculum centered on book learning. (Author/MLF)

With particular attention to the work of Percy Nunn, the author examines individuality as an aim of education and discusses some of the "exaggerations" of the core idea of self-determination: child-centered education, creativity, eccentricity, and elitism. He looks at some curricular issues relevant to implementing self-creative…

The humanities are described as the custodians of the human image. Today's humanities have burdens which are social and conceptual. Higher education training in critical thinking works against the image of man, which keeps civilization vital. (JN)

This article clarifies some central philosophical and theological principles of Newman and shows the meaning of these in his doctrine on student-centered education. (MM)

Gibbons et al. (1980) reported 14 principles in "teaching for self-education." Four of these principles illustrate some of the challenges involved in applying the principles to classroom learning: (1) in self-education, the locus of control is in the self-educator, whereas, in formal education, the locus of control is in institutions, their…

The paper proposes basic principles and a priority of values as a guide to futuristic thinking about the role of education. The author stresses that education is charged with teaching skills and information necessary for survival, coping with change, and controlling the human life space; socializing the young; and enforcing public policy.…

Discusses Maslow's philosophy of self, which posits a unique nature in each individual needing discovery; and Knowles and Rogers' minimizing of societal effects. A list of questions is presented that the authors suggest should be asked and answered by practicing adult educators. (CT)

Portrays deschooling philosophy as a broad conceptual educational approach encouraging more flexibility, creativity, self-reliance, and freedom of choice in learning. Limitations concern pedantic, pedagogic and nonpedagogic functions, finances, socialization, peer interaction, occupation, and social placement. Encourages proponents to generate a…

The first of these two companion papers presents an account of Dewey's position on the nature of growth and its implications for curriculum development. The second paper provides a critique of Dewey's concept of growth and sketches what C. S. Peirce would have regarded as more viable alternatives. (Author/SJL)