Thompson, Debra S. (1993). The Integration of Young Children's Literature with Multicultural, Nonsexist, and Global Education Goals and Themes. Designed to help early childhood and elementary educators in Iowa integrate multicultural, nonsexist, and global (MNG) perspectives into the existing curriculum, this paper discusses issues surrounding their integration and provides two extensive bibliographies of curriculum resources. First, the paper reviews the definition and purposes of MNG education according to the Iowa Department of Education and describes the Department's MNG goals and themes as follows: that students understand themselves and others as cultural beings in a cultural context; that students recognize diversity in the country and the world; that students understand the effect of group membership on values, attitudes, and behaviors; that students understand the dynamics of discrimination, bias, prejudice, and stereotype; and that students demonstrate skills for effective social action. The themes include global interdependence; human resources, values, and culture; the global environment and natural resources;… [PDF]

Hammerman, Donald R. (1974). Outdoor Education: A Product of the Times. Taft Campus Occasional Paper No. 19. In the years from 1930 to 1960 a number of socio-cultural forces influenced the emergence of outdoor education with the five major areas of influence including philosophical, social, economical, political and educational factors. Philosophical factors were found in the doctrines of Rousseau, Herbart, Pestalozzi and Spencer with the ideas of William James, John Dewey and Alfred Whitehead lending further support. Economically, the country experienced the worst depression in its history, an industrial revolution, and a world war which, while serving to strengthen the economy, created social problems which contributed to the need for outdoor education. Social factors included a changing family structure with accompanying problems such as divorce, alcoholism and juvenile delinquency. The stresses of the time were reflected in new demands placed on public schools; schools were asked to cope with problems once the sole responsibility of the family. Migration to the city and the spread of…

Caliver, Ambrose (1944). Education of Teachers for Improving Majority-Minority Relationships: Course Offerings for Teachers to Learn about Racial and National Minority Groups. Bulletin, 1944, No. 2. US Office of Education, Federal Security Agency The improvement of human relations is generally recognized today as an essential prerequisite to national unity and world peace. Bringing about better human relations, however, presents many important problems, among those of: (1) Providing accurate knowledge about different races and groups; (2) Developing understanding and appreciation of these groups; and (3) Improving the attitudes of different individuals, races, and groups toward one another. The world crisis has accentuated these problems, and has emphasized the need of efforts to preserve unity in the Nation, and to establish peace in the world. Because, from the long-range point of view, improving human relations is primarily an educational job, the U.S. Office of Education has for some time been concerned with studies and projects having as their objective the solution of these problems and the meeting of this need. The present investigation is one of a series of such studies and projects, the specific purpose of which is…

Georgescu, Dakmara (1996). Copiii Din Romania Despre Drepturile Omului (Romanian Children about Human Rights). Children's Album. This album addresses how civic education should be taught in Romanian schools. Civic education, like any other form of education, must be gradual and adapted to the specifics of the respective age. The album can be used by any person involved in developing future citizens. The document includes drawings and texts made by students who were apart of the project "Human Rights Education in Romanian Schools." The project consisted of trying out alternative experimental materials in the seventh and eighth grade civic culture classes. The starting point of the project's concept is that of holding "the philosophy of human rights" to be the explicit basis of values and ideas for civic education approaches as well as for establishing a democratic civic culture. The album contains 16 sections: (1) "The Right to Childhood"; (2) "The Right to a Family"; (3) "The Right to Equality"; (4) "The Right to Liberty"; (5) "The Right to…

(1980). The School Education of Girls. Conference Background Paper. World Conference of the United Nations Decade for Women: Equality, Development and Peace (Copenhagen, Denmark, July 14-30, 1980). This report, which draws its data from a questionnaire answered by 62 members of Unesco, identifies educational practices that differentiate males and females. It is presented in four parts. Part I discusses the access of education of girls in the elementary and secondary levels. The survey reveals that wide gaps exist between the enrollment of girls and boys from the ages of 6 to 11 years in seven of the regions: Eastern, Middle, Northern, and Western Africa, West and South Asia, and Melanesia. These figures suggest that inequality takes root at an early age and condemns a large proportion of the female population to illiteracy. Part II compares the school career of girls and boys. In all regions pupil flows have increased, yet the number of girls reaching the final grade is always lower except in Latin America. Part III considers \wastage\ (not reaching the full potential) among girls in both low enrollment and high enrollment countries. Some low enrollment countries believe that…

(1986). International Understanding at School: UNESCO Associated School Project. Bulletin No. 50/51 1985/1986. One of a series of teaching guides designed to enhance elementary and secondary schools' observances of United Nations' international days, this issue features two guidelines, one for teaching about World Meteorological Day (March 23) and one for teaching about World Post Day (October 9). These observances are encouraged in order to promote international understanding and peace through studies of world problems, cooperation, peoples, cultures, and human rights. The first guideline presents information about: (1) meteorology; (2) World Meteorology Day; and (3) the World Meteorological Organization. Objectives and activities are provided for use in language, history, geography, mathematics, and physical education classes and for extra-curricular activities. The second guideline presents an historical review of world post officers' development, along with objectives and learning activities for selected elementary and secondary classes. Other articles include: (1) "Mbuso"…

Urso, Ida (1981). Teacher's Resource Manual on Worldmindedness: An Annotated Bibliography of Curriculum Materials, Kindergarten through Grade Twelve. Occasional Paper No. 8. This bibliography lists resource and instructional materials for use by classroom teachers as they design and implement educational programs on worldmindedness. Worldmindedness is characterized as differing from international and/or multicultural education in that it includes a value orientation in addition to knowledge about and interest in international relations. Worldminded individuals are defined as those who are positively disposed to people with other cultural beliefs, perceive commonality in basic needs of all peoples, and develop their individual potential for the benefit of others as well as self. Bibliographic entries are presented in five categories: (1) Farther Reaches of Human Nature, including spiritual dimension, and holistic education; (2) Global Education and Futuristics, including world order, and the United Nations; (3) Interdependence and Global Problems, including development, energy, environment, and food; (4) Peace, including aggression, disarmament,…

(1992). Education Facing the Crisis of Values: Strategies for Strengthening Humanistic, Cultural, and International Values in Formal and Non-Formal Education. This document was prepared on the basis of discussions at a workshop organized by UNESCO and other groups on the subject of education facing the crisis of values from the point of view of: (1) cultural identity and cultural diversity in education; (2) humanistic, ethical, and aesthetic values in education; and (3) education facing the ethical problems that arise from scientific and technological progress. The document presents summaries and recommendations made regarding these themes. The first of five sections contains presentations by representatives of UNESCO and the Association Descartes. The next three sections each take one of the three featured points of view. Section 2 on the point of view of cultural identity and diversity contains: (1) \The reasons for providing intercultural education and an assessment of experiments to date\ (Perotti); (2) \Cultural diversity and promotion of values\ (Batelaan; Gundara); (3) \Ideology and ethical values in education\ (Avakov); (4)… [PDF]

(1978). Education for Justice. Occasional Papers on Catholic Higher Education. Volume IV, Number 2, Winter 1978. This report contains a proposal of a task force of the Association of Catholic Colleges and Universities (ACCU) for the development of an ACCU program on education for justice. It is believed that the Catholic community must be educated in the tradition of Catholic social thought, and a learning environment must be created that reflects a commitment to justice and an openness on the part of Catholics to change personal attitudes and behavior. After a foreward on education and justice by Alice Gallin, the following four perspectives are presented: "Education for Social Justice–A Christian Perspective," by William J. Byron; "Justice and Peace: The Place and the Potential of Colleges and Universities," by J. Bryan Hehir; "Education in a Global Perspective," by Lawrence T. Murphy; and "Justice–What Is It All About?" by David Burell. Seven institutions were chosen as pilot schools to implement the proposal, and two of the pilot programs are… [PDF]

Goldstein, Tara, Ed.; Selby, David, Ed. (2000). Weaving Connections: Educating for Peace, Social and Environmental Justice. This collection of essays by Canadian educators seeks to achieve two goals. First, it documents educational philosophies and approaches that are directed toward equity, justice, peacefulness, and earth awareness. Second, it challenges current directions in Canadian school reform that promote "back to basics," centralization of control, a conformist concept of citizenship, corporate intrusion, deprofessionalization of the teacher, "doing more with less,""learning for earning," and performance measurability. Following an introduction by the editors, essays are: (1) "Anti-Homophobia Initiatives at the Former Toronto Board of Education" (T. McCaskell; V. Russell); (2) "Multicultural and Anti-Racist Education: The Issue Is Equity" (O. M. Wright); (3) "Black Education in Canada: Past, Present and Future" (M. Bramble); (4) "Educating for Citizenship in Canada: New Meanings in a Changing World" (M. Evans; I. Hundey); (5)…

Vestal, Anita (2002). Peacebuilding Webs of Home, School and Community. The complexities of child and youth violence suggest that the solution requires a concerted approach. This paper draws upon research studies that seek to isolate the root causes of violence and the effect of exposure to violence on children. Factors from the home, school, and community environments may provide both the cause and the cure. There is growing evidence that programs that emphasize the development of social and emotional skills in young children hold promise for the socialization of at-risk children. Theories of moral development, emotional literacy, and learned optimism are reviewed as research-based options for immunizing children from the invitation to violence they experience on a regular basis in todays society. Using a multidisciplinary approach, the paper weaves together current thinking in public health, psychology, education, and community development. Theoretical constructs in peacebuilding and empowerment are identified for their transformative potential to… [PDF]

Weinstein, Miriam (1994). Making a Difference College Guide. Third Edition. This book profiles those unique institutions or departments that are committed to public service, social change and environmental stewardship. Colleges in this guide engage in the major issues of today, especially environmental, women's, peace and ethnic studies. The programs are varied, such as marine biology, social work, outdoor education, teaching, public health, economics, natural resources, gerontology, forest engineering, and sustainable development. Interdisciplinary studies and opportunities for individually designed majors are also available. The chapters include: (1) "Preface" (Walter S. Carson, Global Tomorrow Coalition); (2) "Introduction" (Miriam Weinstein); (3) "Community Service: Experience for a Lifetime" (Nancy Rhodes, Campus Compact); (4) "Environmental Literacy" (Tom Kelly, Tufts Environmental Literacy Institute); (5) "Making a Difference in the World" (Howard Berry, Partnership for Service Learning); (6)…

Steward, Robbie J. (1996). The Ties that Bind: Effective American American Communities as Models of Peaceful Coexistence. Peace, though pursued, is often presented in the literature as an elusive and somewhat ethereal state that seldom is attained. However, African American communities in this country have historically developed and maintained effective, collaborative, working alliances that have assisted in individual and group survival under the most adverse circumstances. In spite of the existence of extensive within-group diversity contained in close proximity due to segregation (e.g., physical characteristics, racial/ethnic identity, level of education, value orientations, locus of control, degree of acceptance by the mainstream population, etc.), Blacks in this country have maintained states of interdependence and collaboration in the face of external and internal adversity over time. Through adherence to specific principles, functional African American communities have been able to do that which seems to elude mainstream America in its attempts to "attend to diversity" peacefully. The… [PDF]

Jones, J. William (1982). School Labor Strife: Rebuilding the Team. Communication Alert. Maintaining that the development of a detailed communication plan well in advance of school collective bargaining negotiations will be a critical ingredient in the success of school districts' bargaining efforts, this handbook concentrates on communication before, during, and after the bargaining process, rather than on explicit bargaining techniques. The publication is designed to provide school administrators, board of education members, communication specialists, and concerned educational leaders with practical ideas and techniques for rebuilding the teacher-administrator team after a strike and for achieving school labor peace. Two detailed plans (for use at the district and building levels) are presented for communication before, during, and after negotiations. New systems of negotiation such as the \collective gaining\ process used in the Forest Park (Illinois) Public Schools, and the \integrative bargaining\ method used in the Livermore (California) Unified School District,…

Industrial Prep, Volume Five, Senior Year–English, Chemistry, Social Studies, and Occupational Relations. This 12th Grade teaching guide presents four units in industrial preparation for vocational students which serve as a general and specific vocational basis either for immediate post-secondary employment or for further formal technical education. The five diverse English curriculum units range from vocational preparation and chemistry topics to discussions of leisure time activities, the film, and current war and peace issues. A social studies unit deals primarily with the sociological impact of urbanization and the civic responsibilities of industry. An occupational relations unit provides sample case studies designed to increase self-understanding in interpersonal vocational relationships, and a laboratory unit of industrially-oriented chemistry topics is designed to develop nine specific laboratory skills. Developed as part of a 3-year comprehensive interdisciplinary program by a group of educators from Hackensack High School, New Jersey, the guide employs a wide variety of… [PDF]

(1986). Building the Social Movement. Papers from an Invitational Seminar (Montreal, Canada, June 4-6, 1986). Thirty leaders from six Canadian social movements were invited to participate in an invitational seminar that was designed to explore strategies for building stronger collaboration among social movements in the Canadian community. This collection contains the following papers from that seminar: "Building the Social Movement: An Introduction," by Anne Ironside; "Building the Social Movement: An Overview," by Ron Farris; "Why Women Must Take Control of Their Own Learning," by Joan Brown-Hicks and Lisa Avedon; "Defogging the Economy," by James Laxer; "Learning and Culture," by John Macfarlane; "Recreating a Partnership between the Adult Education and Co-operative Movements," by Ian MacPherson; "Environmental Citizenship," by Bea Olivastri; "Adult Learning and the Peace Movement," by Murray Thomson; "Adult Literacy and the Literacy Movement," by Cathy Wright; "Impressions of the Seminar,"…

Didsbury, Howard F., Jr., Ed. (1984). Creating a Global Agenda: Assessments, Solutions, and Action Plans. Designed for educational policymakers and researchers, this volume on global issues is divided into four sections. The four essays in the first section, "Reducing the Nuclear Peril," offer a brief documentary survey and then present practical suggestions and action plans to reduce the nuclear threat. The eight papers in the second section, "Elements of a Peaceful World," cover such topics as population and human needs, economic policies for the future, the role of private agriculture in less developed countries, a case study of Latin America, the U.S. Academy of Peace, and the World Federalist movement. The third section, "Responses to Technological Change," covers a wide variety of issues including capitalism in the Information Age, the future of the humanities, technological change and employment policy, lifestyle changes, and informatics-based mass education. The fourth section, "Early Warning Signals," contains two papers concerning…

RODGERS, FREDERICK THE TEACHER CORPS PROJECT AT NEW YORK UNIVERSITY. THE TEACHER CORPS PROJECT AT NEW YORK UNIVERSITY PREPARES FORMER PEACE CORPS VOLUNTEERS FOR TEACHING IN DISADVANTAGED SCHOOLS. A PROGRAM CANDIDATE MUST HAVE A BACHELOR'S DEGREE IN EITHER MATHEMATICS, SCIENCE, LANGUAGE ARTS OR SOCIAL STUDIES. THE PROGRAM HAS THREE PHASES (1) PRE-SERVICE (INTERNS WORK IN THE MORNING WITH LOCAL AGENCIES IN COMMUNITY ACTIVITIES AND WITH EDUCATIONAL ACTIVITIES SPONSORED BY THE NEW YORK SCHOOL SYSTEM AND COMMUNITY ORGANIZATIONS, AND IN THE AFTERNOONS IN UNIVERSITY AND PUBLIC SCHOOL CLASSROOMS), (2) INSERVICE (INTERNS GRADUALLY ASSUME RESPONSIBILITY IN THEIR ASSIGNED SCHOOL BEFORE FINALLY BECOMING FULLY RESPONSIBLE FOR ACTIVE PARTICIPATION IN COMMUNITY-DIRECTED FUNCTIONS), (3) POST-SERVICE (INTERNS ATTEND A WORKSHOP ON THE SYNTHESIS OF THEORY AND PRACTICE, DURING WHICH THEY DEVELOP PILOT CURRICULA AND RESEARCH PROJECTS). THE INTERNS' COURSE WORK FOCUSES ON (A) THE EDUCATIONAL AND SOCIAL ASPECTS OF POVERTY, (B) THE PSYCHOLOGY AND EDUCATION OF THE SLOW… [PDF]

Yihong, Fan (2002). Learning from Elsewhere: Portrayal of Holistic Educators in Ecuador and Vietnam. A phenomenological research project examined a holistic school in Ecuador and a creativity methodology program in Vietnam. The educators in these programs have dedicated themselves to implementing a holistic and humanistic vision and philosophy of education in their teaching practice. The study demonstrates how they have successfully created a caring, nurturing, and nourishing learning environment where learning to live and to create, living to transcend, appreciating relationships, and educating for peace are modeled and fostered. In-depth interviews were conducted with eight educators at Colegio Integral in Quito, Ecuador, and with the founder of the Center for Scientific and Technical Creativity (CSTC) at Vietnam National University in Ho Chi Minh City. CSTC teaches creative problem-solving techniques to adults. The themes and patterns that emerged unfolded as an interwoven web of knowing, doing, being, and becoming. That is, the four most important dimensions of holistic… [PDF]

Gallin, Alice, Ed. (1983). Facing the Future. Current Issues in Catholic Higher Education, v3 n2 Win. Ways that Catholic colleges and universities are trying to fulfill their role are discussed in articles by six college presidents and a church historian. In \The Catholic Liberal Art College: Has It a Future?\ John Tracy Ellis notes some of the roots to be reaffirmed by Catholic colleges. In \Preparing for the Millennium,\ Theodore M. Hesburgh summarizes choices colleges must make in the next two decades. Bernard J. Coughlin, in \The Importance of Intellectual Work,\ emphasizes the importance of teaching and scholarly work to society. In \Religion: The Tradition and What Is to Come,\ Luke Salm explores the role of religion in Catholic higher education today and models by which a college can consider itself Catholic. Robert H. Conn provides an ecumenical perspective on the role of church-related colleges in the formation of human, and humane, values in \Cloning the Doves of Peace.\ In \Universities and Weapons Research,\ William J. Rewak discusses new choices and challenges facing… [PDF]

(1999). Improving Girls' Education in Guatemala. Impact Evaluation. In Guatemala, many girls attend no school. A project by the United States Agency for International Development (USAID), Basic Education Strengthening (BEST), demonstrated that improving educational quality is the best approach to enhancing girls' participation. BEST included a Girls Education Program (GEP) activity. Under the BEST/GEP umbrella, several new strategies were tried, most notably mobilizing the private sector to action for girls' education and testing targeted interventions to improve the education of indigenous rural girls. Section 1, "Introduction," describes the problem. Section 2, "Background," discusses the war and the peace accords and examines the problem. Section 3, "USAID and Girls' Education in Guatemala," describes project implementation. Section 4, "CDIE Study Methods," describes the impact evaluation conducted by USAID's Center for Development Information and Evaluation (CDIE). Section 5, "BEST/GEP Successes and… [PDF]

Fenton, Thomas P., Ed. (1975). Education for Justice: A Resource Manual. The manual provides background material and resources for use by Christian educators in developing and implementing secondary level through adult programs on justice. Social action and personal involvement are stressed throughout the five sections of the manual. Section I explains how justice and injustice are interpreted throughout the manual and analyzes the content of the remaining four sections. Section II reviews eight readings on world justice, peace, international consciousness, political action, and world affairs. Section III describes 21 learning activities which utilize games, discussion, role play, and chalkboard exercises to teach about stereotypes, social involvement, power, communications, and perceptions. Each activity specifies objectives, materials, procedures, and time required. Section IV includes model educational programs developed by religious educators which are related to the learning activities and exercises in section III. By working through the models, the…

Zetterbaum, Marvin (1970). [Self and Political Order. With Comments.]. This consultant paper for a curriculum development project in the war/peace field is concerned with the concept of self, and the seeming conflict between demands of the individual self and demands of the political order, or the sense of community. Both classical and modern political philosophy are explored in discussing the difficulties of definition. Main interpretations investigated include: 1) the idea of the soul as a substitute for self, historical works of Socrates and Plato; 2) the unique individual, or the autonomous self, derived through Nietzschean philosophy; 3) the notion of the self as role player, a viewpoint of Kariel; and, 4) the inter-connection of self and order, called the social self, or the genuine self as envisioned by Etzioni. Additional factors in understanding the meaning of self are investigated such as, basic human needs, autonomy, freedom, social values, socialization, equality, responsibility, social stability, and a counter culture philosophy. Appended… [PDF]

Foster, Keith, Ed.; Peace, Brian, Ed. (1986). Training Adult Educators. Proceedings of a National Conference (2nd, Wodonga, Victoria, Australia, May 25-28, 1985). The AAAE Monograph Series in Adult and Continuing Education Number Two. The following papers are included: "Setting the Scene" (Brian Peace); "Different Training for Different Adult Educators?" (Michael Newman); "The Training of Part-Time Teachers in Adult Education: The UK Experience" (Brian Graham); "Adult Education Tutor Support" (Aileen Kelly); "Six Category Intervention Analysis" (Sue Knights); "Competency Analysis for Human Resource Developers" (Adrian Geering); "Managing Change in Adult Education" (Geoff Scott); "Computer-Based Interactive Video" (Brian Baldie); "Interactive Video" (Brian Baldie); "The Development of Tertiary Qualifications for Human Resource Practitioners" (Adrian Geering); "Personnel Development in the Australian Public Service" (Jane Briggs and David Patton); "Staff Development: The Search for an Appropriate Paradigm" (Leonie Jennings); "Staff Development: The Implications of Theories of Adult…

Sharma, Motilal (1996). Communications Technologies in Open and Distance Learning in Asia: The Experience of the Asian Development Bank. In view of financial constraints, large numbers of students to be educated, and rapid changes in information and communication and information technology, open learning (OL) and distance education (DE) systems are being established at an unprecedented rate in almost all developing countries of the Asian and Pacific region. Modern communications, computer-aided programs, and DE and OL systems should be applied vigorously to four areas: reduction of poverty, especially among rural populations; enlargement of human development in all aspects of physical, intellectual, and spiritual areas; improvement of women's status; and contribution to national peace and elimination of violence and terrorism. DE and OL help improve the quality of information and reduce the information gap. The core strength of DE is that it can globalize the education system by bringing in the best available teachers and experts to any corner of the world to provide the latest information with the help of… [PDF]

(1972). Report to the Governor and the Legislature by the Nevada Indian Affairs Commission for the Period, 1 July 1968 thru 30 June 1972. The administration and activities of the American Indian Affairs Commission for the State of Nevada are covered in this fourth report, which also gives an accounting of funds for which the Commission is responsible. The report discusses problems in the following 5 areas: (1) national Indian policy; (2) jurisdiction of the Indian reservations; (3) public assistance for Nevada Indians; (4) population and income information; and (5) education and the Nevada Indian. Recommendations are made concerning Indian reservations, population and income, and education, including (1) that whatever degree of law and order authority over their reservations the individual tribes agree they can assume should be returned to them; (2) that tribal judges on Indian reservations be made justices of the peace in order that they may hear cases of non-Indians who are arrested for committing crimes on Indian land; (3) that the legislature initiate some controls for checks and balances to insure personal… [PDF]

Swift, Jonathan (1981). Multiculturalism and Change in the Teaching of English. At the turn of the century, schools in the United States incorporated a curriculum that was decidedly aristocratic and anachronistic. Programs were developed to \Americanize\ foreigners, emphasizing conformity to white, middle class, Western European values of patriotism, culture, cleanliness, and social living. Percival Chubb, who for a time was director of the Ethical Culture School in New York, was a pioneer in emphasizing the cultural and civic values, rather than the purely academic, of the English curriculum. Yet English teachers held out for teaching the classics while merely toying with the concept of the social significance of literature. By 1924, there was not only a quest for internationalism, for peace, and for other cultures, but also an awakening of language consciousness. The 1930s highlighted progressivism and \intercultural\ and \interracial education.\ Educators began to stress the influence of literature and communication on the psychosocial development of the… [PDF]

Morrissett, Irving (1983). Science and Social Science in a World Perspective. While notable advances in astronomy, nuclear physics, microbiology, and computer technology seem to contribute to the possibility of human betterment, each of these advances involves hazards, the most ominous being their application to warfare. While considering the wonders and hazards of scientific advance, it is necessary to consider the less frequent, less compelling, and less visible advances made by the social sciences. The social sciences have not had the close relationship to warfare that the natural sciences have. The fault of the social sciences is not so much misapplication as it is nonapplication. It may be that natural science is the science of war, while social science is the science of peace. Unwillingness of decision-makers to apply social science has led to failure to deal effectively with world problems. Within the disciplines of social science and education, the available energy and resources to make practical applications to improve the human lot at home and…

Carlson, Kenneth (1970). Preparing Urban High School Teachers. This is a brief personal review of the Rutgers University urban internship program which is operated in conjunction with the New Jersey Urban Education Corps. The purpose of the program is to prepare liberal arts graduates to be secondary school teachers in urban areas. The recruiting of the interns took place mostly at black colleges and universities and among Peace Corpsmen and Vista Volunteers. The 46 interns with whom the program began in June 1970 were almost evenly divided between blacks and whites. Social science majors predominated. During the summer phase the interns worked with community and school groups in the cities in which they would be teaching. This practical work experience was supplemented with seminars on contemporary urban culture and the adolescent subculture therein. The interns in Newark worked with a Catholic Church group in the central ward on a tutorial and recreational program for high school and elementary school students. In the fall 1970 semester the… [PDF]

Lersten, Kenneth C. (1975). New Play. There have been many theories and hypotheses about play, one of which is the equation of play with \transcendence.\ Play may have the ingredients to allow us to transcend and, for a moment, remythologize life. There have been recent authors who have given play the status of theology, indicating that play contains elements also found in religion. This then is new play. For Neale, play is peace; there is the connotation of meaningfulness; it involves delight. Miller, in his book \God and Games,\ views play as a response to the introduction of the sacred into our lives. Jurgen Moltmann calls for transcendence of the win-lose nature of much or our play so that we can just simply be who we are in and through play. For Harvey Cox, festivity is a way that humans keep alive to time by relating past, present, and future; play has a festive element. The transcendent view of play is \new\ play in the sense that western culture seems to have forgotten how to play. Both physical education and… [PDF]