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NASP Home NASP Publications School Psychology Review (SPR) Volume 1 Issue 3 (1972) School Psychology and the Design of H...
Volume 1, Issue 3 (1972)

School Psychology and the Design of Humanistic Education

pp. 15—21

American education is currently involved in a reevaluation of its goals and objectives. The basic question of what our children should be learning and how the educational system should be designed to effect such learning is receiving careful reconsideration by the public and professionals concerned. In a recent issue of Psychology Today, James S. Coleman (1972) proposed that schools must be redesigned to focus on learning activities that result in “productive action with responsibilities that affect the welfare of others, to develop the child’s ability to function as a responsible and productive adult” (p. 75). This proposal emphasizes the terminal behaviors which children should develop through the educational process and is one response to the major question raised by the White House Conference on Children in 1970: “We ask first then, not what kind of education we want to provide, but what kind of human being we want to emerge.” (p. 78). The participants in the White House Conference went on to formulate their own response to this key question, as follows:

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