Humane Life-Coping Skills: Search for Meaning. The Humanities Series.

Institution	New York State Education Dept., Albany. Div. of Research.
Titel	Humane Life-Coping Skills: Search for Meaning. The Humanities Series.
Quelle	(1978), (77 Seiten)Verfügbarkeit
Beigaben	grafische Darstellung; Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Affective Objectives; Behavioral Objectives; Cognitive Objectives; Community Resources; Curriculum Development; Educational Needs; Educational Objectives; Educational Responsibility; Educational Strategies; Elementary Secondary Education; Futures (of Society); Guidelines; Human Living; Humanistic Education; Individualized Instruction; Inquiry; Inservice Education; Interdisciplinary Approach; Learning Activities; Problem Solving; Relevance (Education); Skill Development; Skills; Social Change; Values + Suchen Sie Ihr Suchwort? Kognitives Lernziel; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational need; Bildungsbedarf; Educational objective; Bildungsziel; Erziehungsziel; Erziehungsverantwortung; Lehrstrategie; Future; Society; Zukunft; Richtlinien; Humanistische Bildung; Individualisierender Unterricht; Berufsbegleitende Ausbildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lernaktivität; Problemlösen; Relevance; Relevanz; Kompetenzentwicklung; Qualifikationsentwicklung; Skill; Fertigkeit; Sozialer Wandel; Wertbegriff
Abstract	The document was designed by school districts in New York State as an aid to educators as they develop humanistic in-service staff programs, curricula, and learning experiences for students in grades K-12. Major objectives are to help students reason, modify their conduct to meet new situations, develop self-awareness, integrate learning from various disciplines, and develop values which enable them to choose among alternatives. The document is presented in four major sections. Section I identifies the need for humane life-coping skills, presents a framework for understanding those skills, discusses the purposes and processes of humanistic education, and characterizes the qualities students will develop as they participate in a humanistic education program. Section II recommends strategies which reinforce humanistic education objectives. These include the process approach, individualized instruction, and utilization of community cultural resources. Learning activities are described which involve students in discussion groups, educational games, writing assignments, role playing, debating, and evaluating data. Section III presents examples of five human life-coping skills clusters. These are critical thinking and reasoning, control of time and purpose, relationships between individuals, participation in society, and adjustment to change. Section IV discusses the responsibility of schools to help students live humanely and effectively in a changing world. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01