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  Readings in Affective Education

  Ronald G. Helms Ph.D. and Gerald G. Strong

  Exploring, Deciding and Acting is a result of many, many hours of reading, studying and teaching. The editors have instructed courses and workshops which required a theoretical explanation of affective education.

  This text is our attempt to present some representative and excellent articles in the areas of affective education. Many values clarification lessons are being published. These may take the form of strategy books to elaborate kits. As materials proliferate, more and more teachers will gain access. In one sense this overabundance of materials can serve a useful purpose. However, the editors are concerned that well-meaning teachers and administrators may do as much harm as good unless there is first some degree of comprehension of an approach to values analysis and moral education.

  It is the writers' contentions that moral education and values clarification is not just another bandwagon. As educators we have a responsibility to keep abreast of current curriculum trends; today, we must know something about behavioral objectives, gaming and simulation, interaction analysis, role playing, inquiry, concepts, generalizations, and reflection. We should also know something of the theoretical constructs of values clarification and moral education.

  We would maintain that moral education and values clarification are going to become much more important in all areas of the curriculum. As such these concepts have existed for several years. Perhaps John Dewey's writings in the 1890's did much to awaken the present generation to the need. During the past several years such writers as Hunt and Metcalf, Jewett, Simon, Kohlberg and Piaget, have contributed much to curriculum development. It is our contention that moral education and values analysis ought to be of central concern to the curriculum. Values education is the most important kind of education.

  Nationwide we are witness to a growing trend of training educators in the skills of moral education. Many education method courses are beginning to deal with this complex issue. Many special workshops are being offered. Thus a need exists to provide a background for this new curriculum area. This book is one such attempt at filling this vacuum.

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  Early Works: 1978-1980

  Ronald R. Geibert

  A collection of early photographs from 1978-1980 made by Ronald Geibert before moving to Ohio.

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  Affective Education: Readings in Cognitive Moral Development and in Values Analysis and Clarification

  Gerald Strong and Ronald G. Helms Ph.D.

  The purpose of this book of readings is to serve as a major guide and resource for all who study and implement moral education and values clarification. It is more than a usual facts and principles text with the expression of a single author's beliefs or point of view. It is a collection of opinions and theories that reflect various trends of thought concerning moral education and values clarificatio.n. The authors have attempted to provide points of view. The readers are free to judge and draw their own conclusions on moral education utilizing the readings as a guide.

  Many values clarification lessons are being published. These may take the form of strategy books to elaborate kits. As materials prolificate, more and more teachers will gain access. In one sense this overabundance of materials can serve a useful purpose. However, the editors are concerned that well-meaning teachers and administrators may do as much harm as good unless there is first some degree of comprehension of an approach to values analysis and moral education.

  It is the writers' contentions that moral education and values clarification is not just another bandwagon. As educators we have a responsibility to keep abreast of current curriculum trends; today, we must know something about behavioral objectives, gaming and simulation, interaction analysis, role playing, inquiry, concepts, generalizations, and reflection. We should also know something of the theoretical constructs of values clarification and moral education.

  We would maintain that moral education and values clarification are going to become much more important in all areas of the curriculum. As such these concepts have existed for several years. Perhaps John Dewey's writings in the 1890's did much to awaken the present generation to the need. During the past several years such writers as Hunt and Metcalf, Jewett, Simon, Kohlberg and Piaget, have contributed much to curriculum development. It is our contention that moral education and values analysis ought to be of central concern to the curriculum. Values education is the most important kind of education.

  Nationwide we are witness to a growing trend of training educators in the skills of moral education. Many education method courses are beginning to deal with this complex issue. Many special workshops are being offered. Thus a need exists to provide a background for this new curriculum area. This book is one such attempt at filling this vacuum.

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  A Bibliography of Sources for Dayton, Ohio, 1850-1950

  Carl M. Becker, Jacob H. Dorn, and Paul G. Merriam

  In a research proposal dated December 19, 1968, Professors Carl M. Becker, Jacob H. Dorn, and Paul G. Merriam requested funding from the National Science Foundation for a three-year study of the growth and development of Dayton, Ohio, from 1850 to 1950. This proposal consisted of two stages: (1) a preliminary inventory of historical sources, and (2) the researching and writing of a scholarly history of Dayton, which could be built rationally and systematically upon the inventory of sources. The National Science Foundation subsequently approved a grant for the first phase, which was to run from September 1, 1969, to August 31, 1970. The project members were given to understand that future funding of the second phase would depend, among other things, on the results of the inventory and a satisfactory re-definition of the scope and purposes of the research and writing phase.

  The inventory itself proved more massive an undertaking than had been anticipated. In addition, although the project staff was able to complete the major part of its field work during the summer of 1970, the clerical and editorial work remaining to be completed at the termination date of August 31, 1970, necessitated the extension of the inventory phase for an additional six months to February 28, 1971.

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  Thermodynamics: An Introduction

  Rubin Battino and Scott E. Wood

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  Washington Gladden: Prophet of the Social Gospel

  Jacob H. Dorn

  A scholarly biography of Washington Gladden, an American Congregational pastor and an early leader in the Social Gospel movement and in the Progressive Movement.