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This paper on alternatives in teacher education begins by analyzing the current emphasis on the scientific approach in education. The author finds the promise of the scientific approach to be illusory. He defines it as education that promotes behavior change in some desirable direction. However, this definition, which the author finds equally serviceable for toothpaste salesmen and terrorists, makes the clients of educators not the children but the system of schooling itself and its elite to whom educators owe whatever loyalty they possess. Working on the premise that, for the present, teacher education must be changed in relation to existing schools, the author advocates examining current educational myths, such as the myth of Cultural Deprivation, which makes the victims responsible and makes the responsible into victims. Working on a scientific approach with a humanistic basis, the author promotes a human science of people whose purpose in professional education should be to deepen our awareness of what it means to be human, to use language, and to grow up in the diverse arrangements that out planet affords. This definition of education transforms "schools" from institutions of technological management into complex arrangements for authentic work and interesting conversation. (JA)

The goal of this position paper is to present considerations and alternatives for healthy life directions which can be made available through education to the Native American to enable him to go beyond the present narrow choices of either total assimilation within the white value system or remaining isolated on the reservation. The 3 purposes of schools given are (1) to equip the student with the tools of learning, (2) to open new worlds to the young, and (3) to encourage and enable the young to understand their cultural heritage. In the discussion of mental ability and development, and mental health, it is contended that Indians are simultaneously enculturated and socialized in 2 different ways of life: one being a contemporary form of our traditional life-styles, the other being the mainstream Euro-American culture. These attempts at enculturation and socialization provide an explanation for the failure of Indian students to achieve in an academic environment. Other topics of discussion include "Tribal Control of Indian Education,""Motivational Factors for Education," and "An Economic Development Program for the Reservation." The summary contains an outline of the tasks, their purpose, the anticipated results, and the implementation processes necessary to enhance the educational process for Indian students on a priority basis. (HBC)

The paper discusses a need for perceiving and discussing the future of the world not in the traditional way of projecting future trends from present events but, rather, from the point of view of creating a new future by discussing how things "ought to be." It is suggested that new behavioral goals of tomorrow which are not anthropocentrically based be established. The author refutes Horowitz's arguments of bringing Third World nations up to the same production and consumption levels as the nations of the First and Second Worlds and the position of others who offer that technology and education constitute a solution, since the crucial problem is survival. To meet this problem it is suggested that a design for cultural survival such as conceived by Skinner be created requiring design, investment, and a self discipline implying "the development of a technology of behavior which prescribes social contingencies that will create behaviors in line with the main cultural values." Neither an individual nor a nation has unlimited rights when survival of the world is at stake. Five large scale objectives, listed by The UNESCO Courier are given which should be implemented because of the pressing need for ecological sanity and survival. (Several pages may be light.) (SJM)

Compiled in this creative newsletter, among other items, are philosophies, viewpoints, activities, teaching approaches, and resources on humanistic psychology, a philosophy which emphasizes the individual's uniqueness. The lead article briefly defines and provides a rationale for humanistic psychology. Announced in the second article is an education network, the purpose of which is to promote communication among teachers in order to provide information and support in matters related to innovative teaching and theories of humanistic education. Also included on the topic of humanistic psychology are: 1) announcements of forthcoming meetings and conferences; 2) "What's Next" comments on techniques and problems of education and describes resources, emphasizing higher education and educational reform; 3) a letter from a reader; 4) an editorial; 5) a listing of job openings and employment wanted in the area of humanistic psychology; and 6) regional group news. (SJM)

The nineteenth-century scientism of Stanislavsky has produced actors who are mechanical and unspontaneous. An alternative to this traditional approach is based on the application of new psychological insights to the production of drama. This approach not only allows the actors to explore their "being," but also allows the audience to feel a communicative contact with the actor as a real person. To illustrate the new production techniques, a theatre event, called "Mandala," is described. "Mandala," was created by a university class which prepared the script, directed, and performed employing the premise that "each person was himself an actuality" rather than an actor preparing for a role. (Author/RN)

This booklet explores some of the issues concerning five major problems regarding educational accountability. These are problems of skills and behavioral objectives, intelligence and holistic behavior, the nature of learning and the causes of behavior, humanistic goals of education, and professional accountability. General comments about methods of assessment initiate the study of the problems. The problem of skills and behavioral objectives is presented in light of rationale for behavioral objectives and some hazards of the behavioral approach. Assessing intelligent behavior and implications of accountability are seen as major issues of the problem concerning intelligence and holistic behavior. The nature of learning presents the causes of behavior and learning as personal meaning. Self-actualization and the assessment of personal meaning are discussed in relation to the humanistic goals of education. Finally, professional accountability is observed in terms of the delegation of responsibility. The summary indicates the need for a balance of behavioral and humanistic objectives in education. (MJM)

This curriculum guide to a mini-course in world literature for high school students is restricted to the study of five short novels written in the twentieth century: "Demian" and "Siddhartha" by Hesse, "Platero and I" by Jimenez, "We Never Make Mistakes" by Solzhenitsyn, and "Portrait of the Artist as a Young Man" by Joyce. The objectives of the course are to help the student develop proficiency in (1) analyzing different views of common problems in living, (2) expressing and defending his ideas, (3) reflecting in his discussion and composition a facility and a precision in the use of language, (4) identifying various levels of meaning in fiction, (5) analyzing moral problems presented in literature, (6) explaining the use of literary symbols, (7) explaining the relationships between man and nature expressed in Western humanism and Eastern religious thought, and (8) evaluating humanitarian concerns in world literature. The guide includes suggestions for writing assignments, discussions, and reports, and a list of critical materials on these five novels. (Author/DI)

Anthony Wayne Smith, President, National Parks and Conservation Association (NPCA), delivered this address before the Annual Meeting of The Humane Society of the United States, Newport, Rhode Island, October, 1971. Reviewing the philosophy and activities of the NPCA, he discloses how the wildlife preservation movement of the NPCA needs the help of the humane movement to protect wild animals for their own sake, for scientific, aesthetic, and educational purposes, and for the enjoyment and appreciation of people who care for animals. Dangers facing wildlife, endangered plant species, and pressures of a rising human population are also considered as part of man's concern, responsibility, and respect for all life. He must recreate his sense of the community of life, of the interrelationship of all living things. Cooperation between humane and conservation movements for common causes is, therefore, advocated with each lending the other increasing support in the years ahead. To this end man must build up coalitions, submerging individual differences, to cope strongly with environmental matters. (BL)

The behavioral objectives, aims, and premises of this curriculum are similar to SO 002 500. This framework provides a sequential course outline for grades 7, 8, and 9, attempting to motivate students to investigate value issues with the aid of concepts and processes presented in an inter-disciplinary manner. The outline is based on the theme "Man, Culture, and Technology" in pre-industrial, Afro-Asian and Western Societies. Value issues relating to the theme are presented and methods of developing concepts are provided. A flexible course outline allows curriculum decision-making at the classroom, school, and district levels and suggests that approximately one-third of the time remain un-structured for current interest topics chosen by students and teachers. Special features include suggestions for the use of teaching aids and lists of additional reference books. (Author/SJM)

The primary objective of this guide is to provide a value oriented, broad framework, incorporating behavioral objectives prescribed by Alberta's Department of Education, for educators planning a sequential base for Senior high social studies programs. The premises are that a new social studies curriculum is needed in order to give students experience in responsible use of personal freedom and that students (and adults) will exercise freedom according to their values, which are the prime determinants of action. The guide aims at: 1) emphasizing both affective and cognitive objectives using an inquiry and interdisciplinary approach toward understanding social science concepts; 2) elaborating on values, skill, and knowledge components of the curriculum; and, 3) providing a sequential course outline for grades 10, ll, and 12. For grade 10, ten value issues of concern to contemporary Canadian society are listed emphasizing internal and external problems. Courses for grades 11 and 12 are based upon a world problems theme and are divided into two units each. Two thirds of the time allowed for these courses may be structured and approximately one-third may be devoted to the study of current interest and other problems. Core references are given at the end of the course outline for each grade. (Author/SJM)

This paper is concerned with conceptualizing from the human potential perspective the quality of life, poverty, the "good social system", service delivery, and social indicators. Theories of Maslow and other humanistic educators which stress the need for self actualization provide a framework to sociologists for improving human conditions by allowing individuals to maximize their potential through a restructured social system. To insure the quality of life, both physiological and psychological needs muat be met. Further, the extent to which social members develop their potential will depend on social structural variables. "Goodness" of social systems can be conceptualized in terms of the psychological health of system members, and of the extent to which human potential is realized. Social indicators such as service availability and quality, income levels, and community differentiation are measures of aggregate and structural system characteristics which are indicative of the extent to which system members are able to develop their potential. In conclusion, the paper offers a starting point for a new approach towards a goal directed sociological inquiry. (SJM)

An essay explores alternative futures for mankind and the psychological and sociological changes needed to insure survival. The author asserts that to escape disaster it will be necessary to implement new concepts of control and self-direction; man's self-image must allow for the spectrum of human diversity. Two alternative philosophical views of man, the mechanomorphic and the humanistic, are discussed, then the development of human culture is further elaborated on in terms of eight stages of maturation (called intentionality gestalts) ranging from primitive to transcendent. It is concluded that increased realization of human potential requires social synergy rather than social competition. The essay discusses sketches for a new educational system to facilitate the actualization of human potential, and advances theories for obtaining an optimally functioning pluralistic society. (RB)

This is a collection of lectures by distinguished members of the English profession who were invited to lecture to schools located far from large urban and cultural centers. Included are papers by: John H. Fisher, "Truth Versus Beauty: An Inquiry into the Function of Language and Literature in an Articulate Society"; Walter Loban, "The Green Pastures of English"; James N. Britton, "Writing to Learn and Learning to Write"; Owen Thomas, "Teaching Children about Language"; George E. Kent, "Selfconscious Writers and Black Folk and Cultural Tradition"; John Ashmead, "New Theories of Film and Their Significance for the Seventies"; and Miriam Goldstein Sargon, "Johnny is Neither Eager Nor Easy to Please." A brief biography of each of the seven lecturers is provided, as well as a list of dates and places where they spoke. (JF)

William Riley Parker's arguments favoring and supporting the post-World War II boom in language learning in America are criticized in an attempt to discover a more relevant rationale for language instruction in the 1970's. Specifically, the belief that world peace can be maintained and that international understanding can be considerably improved through language instruction in public schools--thereby justifying the language requirement--is rejected in favor of a more traditional and inward-looking theory of motivation. Students who learn languages learn to know themselves better and are more capable, therefore, of self-expression. The author also urges that the language teaching profession become more realistic in its appraisal of its status and objectives by taking language acquisition seriously, refusing to think in terms of courses and credits, and concentrating on proficiency. Other suggestions supporting second language learning in American schools are offered. (RL)

Schools are currently under the many strains and stresses involving change, such as concern with the nature and purpose of schools, the growth of alternative systems, the push for new structures, the demands of new participants, financial worries, and interventions from State and national agencies. Each of these strains creates problems in educational governance and policymaking, sometimes necessitating administrative reorganization or disruption of the usual relations among educational governing agencies. To solve the crises in educational governance, an intergovernmental approach is necessary with emphasis on (1) the interdependence, rather than the local, State, and national governing powers; (2) the importance of the pivotal position of the State in making the federal system work; (3) the need to give education a more strategic place in Federal Government priorities and to augment federal assistance to education; and (4) the continuation of local school districts but with some restructuring and greater collaboration with other governmental jurisdictions. (RA)

Affective education attempts to educate the emotions. Many available works describing affective techniques offer little guidance to teachers who wish to design their own learning experiences or to administrators and researchers who want to understand and analyze what's going on in affective education. This taxonomy not only describes some objectives of learning experiences, but classifies affective education into seven major types and eight subtypes giving teachers, curriculum designers, and administrators a means of adding reason in their selection of affective experiences. When planning affective experiences teachers can cast affective methods within categories of personal awareness, creative behavior, interpersonal awareness, subject orientation, specific content (joining affective and cognitive), affective styles of teaching/learning, and teacher, administrator, and other educators (the focus here is on the educator as a growing person). A perfect technique would meet the criteria of all seven. Transfer values high in this typology which applies to educational situations but can be adapted to business situations and also to other fields. A short bibliography is included. (Author/SJM)