The type and extent of the problems facing Mexican-American youth and the educational and psychological manifestations of these problems are examined. The community junior college's role in meeting certain basic needs of youth is analyzed. Included also are a review of relevant literature and a summary of observations and interviews made at a…

The document lists and discusses Indian-published and Indian-oriented newspapers, periodicals, and other assorted publications generally designed to establish a communication system reflecting the interest of the majority of American Indians. Also provided are resumes of several publications that are thought to have gained wide acceptance through…

This report is a transcription of the proceedings of the Aesthetic Education Center meeting of 1971, sponsored by AETA and CEMREL, Inc. Following an opening statement, the report summarizes a panel discussion on "What Is Aesthetic Education?" which centered on finding approaches to relating the arts programs in schools more closely and in new ways…

In the spring of 1971, pertinent literature was reviewed and a small survey conducted on the Crow Indian Reservation to find more effective ways to develop Indian youth through 4-H programs. Twenty-five people, mostly Indian, were surveyed using a semi-structured interview form. Comments were solicited following each of the structured questions.…

A list of books is presented as typifying the textbooks used in California schools. It is pointed out that these books fail to nurture a sense of respect and understanding for children of minority group cultures. The textbooks were classified into the following categories: (1) Books in compliance with the State Education Code Sections 8553, 8576,…

Speculates on the reasons for declining interest in the arts and asserts that, for educators, the goal of developing students' sensory and psychic strength is not just an abstract ideal. (KS)

Disputes the argument that aesthetic education is important because it contributes to learning the three Rs, and argues that aesthetic education should be considered a fourth R because aesthetic response is "a primary form of experience on which all cognition, judgment, and action depend." (Author/JG)

Presents ideas for devising field trips when transportation funds are reduced. Describes how to conduct walking tours, forming a station wagon brigade, and inviting traveling shows and individuals from the community into the classroom for career information and cultural enrichment. (KH)

Notes criticisms of M. Brown's book but suggests that "Shadow" could be used to help young readers come to know that Africa is America's ancestor and vital partner in a common future. (AEA)

Discusses the validity of offering courses concerning foreign civilization in English to non-speakers of foreign languages, in order to motivate students to study foreign languages. (CLK)

Described the difficulties of reading and appreciating Japanese literary studies . (RK)

An experiment in student performance evaluation, for art students at New Providence High School (New Jersey), is helping reinforce the objective that the elevation of the visual sensitivities of the school student-faculty population lies within the student designers' acceptance to give problems an aesthetic value and solution. (Author)

Group experiments in communication through movement, through temporal relationships to music, and through spatial relationship to the visual arts. (DS)