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Abstract
Humanistic educators perceive their education to be clearly distinguishable from other types, yet they do not seem to substantiate their claims by extended statements of educational theory. The article examines some of the statements made by humanistic education writers basing the critique on both style and content. The first section of the paper attempts briefly to locate humanistic education in the context of reformist movements in education and psychology. The second section considers the self-explanation of the movement and attempts to divine assumptions that underlies the various justifications presented
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Schedule a callMore From: Journal of Educational Thought / Revue de la Pensée Educative
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