An Experiential Interpersonal Relations Course [And] Humanistic Higher Education--A Historical Sketch [And] To Grade Is To Degrade.

Autor/in	Friedell, Morris
Titel	An Experiential Interpersonal Relations Course [And] Humanistic Higher Education--A Historical Sketch [And] To Grade Is To Degrade.
Quelle	(1978), (22 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Course Descriptions; Educational Needs; Educational Objectives; Educational Philosophy; Educational Practices; Grading; Higher Education; Human Living; Humanistic Education; Interpersonal Relationship; Literature Reviews; Nongraded Student Evaluation; Open Education; Relevance (Education); Student Centered Curriculum; Student Needs; Teaching Methods; Values + Suchen Sie Ihr Suchwort? Kursstrukturplan; Educational need; Bildungsbedarf; Educational objective; Bildungsziel; Erziehungsziel; Bildungsphilosophie; Erziehungsphilosophie; Bildungspraxis; Notengebung; Schulnote; Hochschulbildung; Hochschulsystem; Hochschulwesen; Humanistische Bildung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Offene Erziehung; Offener Unterricht; Relevance; Relevanz; Teaching method; Lehrmethode; Unterrichtsmethode; Wertbegriff
Abstract	The document comprises three papers which focus on humanistic education. The first paper describes a bibliography for use in a college level interpersonal relations course. Objectives of the course are to encourage students to relate to other people and to reflect upon theories of interpersonal phenomena. The second paper examines humanistic education throughout history and presents excerpts from Socrates, Thucydides, Chuang-tzu, Goethe, John Stuart Mill, and Bertrand Russell. References to Jewish, Christian, and Buddhist religious writings are included. The third paper maintains that the hypocrisy of grading can be mitigated if teachers refuse to assign grades or if they grade liberally. Among the negative effects of grading are that it is coercive, increases respect for authority rather than knowledge, discourages an intellectual atmosphere, and prevents the development of self-motivation. A bibliography accompanies each paper. (Author/DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01