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<TABLE CELLSPACING=0 CELLPADDING=0><TR><TD>Preface</TD><TD WIDTH=40></TD><TD VALIGN=TOP>xi</TD><TD></TD></TR><TR><TD>Acknowledgments</TD><TD WIDTH=40></TD><TD VALIGN=TOP>xiii</TD><TD></TD></TR><TR><TD>Introduction: Contradictory Encounters with Humanistic Education</TD><TD WIDTH=40></TD><TD VALIGN=TOP>1</TD><TD VALIGN=TOP>(8)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=20></TD><TD>Between the Classical and Post-modern: Milestones and Central Approaches in Humanistic Education</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>9</TD><TD VALIGN=TOP>(52)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>The Initial Question: How to be a Human Being</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>9</TD><TD VALIGN=TOP>(3)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>The Cultural-Classical Approach and the Longing for Human Perfection</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>12</TD><TD VALIGN=TOP>(25)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>The Naturalistic-Romantic Approach and the Yearning for the Authenticity of Self-Actualization</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>37</TD><TD VALIGN=TOP>(5)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>The Existential Approach and the Yearning for the Authenticity of Self-Creation</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>42</TD><TD VALIGN=TOP>(5)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>The Critical-Radical Approach and the Yearning for Empowerment and Emancipation</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>47</TD><TD VALIGN=TOP>(5)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Humanistic Education in the Age of the Repudiation of ``Man'': The Postmodern Challenge</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>52</TD><TD VALIGN=TOP>(9)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=20></TD><TD>An Integrative and Normative Model for Humanistic Education at the Advent of the 21st Century</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>61</TD><TD VALIGN=TOP>(58)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Introduction</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>61</TD><TD VALIGN=TOP>(16)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Humanism as a Worldview and Moral Stance: A Normative Definition</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Humanistic Education: An Integrative and Normative Definition</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>77</TD><TD VALIGN=TOP>(8)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Three Principal Goals: Quality of Culture, Autonomous and Critical Thinking, and Authentic Personality</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>85</TD><TD VALIGN=TOP>(19)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Quality of Culture</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>85</TD><TD VALIGN=TOP>(7)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Autonomous and Critical Thinking</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>92</TD><TD VALIGN=TOP>(5)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Authentic Personality</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>97</TD><TD VALIGN=TOP>(7)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>The Ways of Humanistic Education</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>104</TD><TD VALIGN=TOP>(15)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Balanced Combination Between Approaches and Goals</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>105</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Between Orientation and Information</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>107</TD><TD VALIGN=TOP>(1)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Educational Climate</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>108</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>The Curriculum</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>110</TD><TD VALIGN=TOP>(1)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Connective and Communicative Teaching or the Tree of Knowledge as the Tree of Life</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>111</TD><TD VALIGN=TOP>(8)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=20></TD><TD>Education Towards Humanistic Morality in an Era of Value Crisis</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>119</TD><TD VALIGN=TOP>(54)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Point of Departure</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>119</TD><TD VALIGN=TOP>(3)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>The Sphere of Morality and its Manifestations in Everyday Life</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>122</TD><TD VALIGN=TOP>(10)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Values</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>126</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Qualities of Character</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>128</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Moral Principles</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>130</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Characteristics of a Value Crisis</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>132</TD><TD VALIGN=TOP>(4)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>The Sources of the Authority of Moral Judgement</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>136</TD><TD VALIGN=TOP>(6)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>The Methods and Limitations of Moral Humanistic Education</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>142</TD><TD VALIGN=TOP>(20)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Reciprocity as a Point of Departure for Moral Consideration</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>145</TD><TD VALIGN=TOP>(1)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Nurturing the Moral Point of View</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>146</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Sensitivity to Justice and Ensuring that Justice be Done</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>148</TD><TD VALIGN=TOP>(6)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Nurturing the Love of Fellow Humans, Benevolence and Amiability</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>154</TD><TD VALIGN=TOP>(1)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Nurturing a Striving Towards Perfection</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>154</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Nurturing a Positive Self-Image and a Feeling of self-worth</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>156</TD><TD VALIGN=TOP>(1)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Reinforcing Character and Personality</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>157</TD><TD VALIGN=TOP>(1)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Sensitive Caring for the Other, Empathic Understanding, Compassion and Tenderness</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>157</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Nurturing Moral Knowledge of Good and Bad</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>159</TD><TD VALIGN=TOP>(3)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Pedagogical Means</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>162</TD><TD VALIGN=TOP>(11)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Personal Example and the Inculcation of Habit</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>162</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Nurturing Cultural Literacy</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>164</TD><TD VALIGN=TOP>(1)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Nurturing Critical Literacy</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>165</TD><TD VALIGN=TOP>(3)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Teaching that Nurtures Moral Awareness and Sensitivity</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>168</TD><TD VALIGN=TOP>(5)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=20></TD><TD>Humanistic Education in the Test of Current Events</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>173</TD><TD VALIGN=TOP>(42)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Introduction</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>173</TD><TD VALIGN=TOP>(3)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>The Goal of Education and its Manifestations in the Professional Ethics of Educators and Teachers</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>176</TD><TD VALIGN=TOP>(7)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Education Toward Peace and Democracy</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>183</TD><TD VALIGN=TOP>(11)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Education Toward Culture or Submission to the Culture of Ratings</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>194</TD><TD VALIGN=TOP>(10)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>The New Literacies and their Possible Contribution to Humanistic Education</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>204</TD><TD VALIGN=TOP>(11)</TD></TR><TR><TD>Epilogue</TD><TD WIDTH=40></TD><TD VALIGN=TOP>215</TD><TD VALIGN=TOP>(4)</TD></TR><TR><TD>Bibliography</TD><TD WIDTH=40></TD><TD VALIGN=TOP>219</TD><TD></TD></TR></TABLE>

Drawing on the tradition of pragmatic humanism, this book offers an alternative approach to thinking & talking about liberal & humanistic education that breaks free from what has been called 'outworn vocabularies & attitudes'

Enhancing humanity : the philosophical foundations of humanistic education