In examining the phenomenon of bureaucracy, the question is not of bureaucracy "for" humanity, nor of "humane" bureaucracy, but rather how much bureaucracy human beings or human endeavors can endure without losing their humanness, since it is beyond doubt that humanness remains unessential to bureaucratic control. (MJB)

Children are often capable of observing social injustice and of making moral and ethical judgments; the adults they associate with should understand and encourage this awareness in children. (JD)

The present paper attempts to provide a rationale for dealing with the ethical dimensions involved in protecting human subjects in educational research. (Author)

In Skinner's philosophy neither esthetic, religious, moral, or scientific experience or motive has any basis in the reality of the world or man's nature. (Author)

Presented at the 66th Annual Convention of the National Catholic Educational Association, Detroit, Michigan, April 7-10, 1969.

Reflects on the impact of the broad values that motivated Mina Shaughnessy's work and life. Characterizes three of her beliefs--that teaching makes a difference, that the individual is important, and that literacy is power--and expands on their importance. (RL)

In relating to co-workers in any job or institution it is important to recognize their individual human needs and problems; doing so increases not only a feeling of friendly cooperation but also satisfaction and effectiveness in the work at hand. (JD)

An estimated 110 million children between the ages of 6 and 11--60 percent of them girls--will not see the inside of a classroom this year, and another 150 million are likely to drop out before completing primary school. Yet this is a disease with a known cure. We know what tools are needed and what models are proven to work. We also know that the…