Outstanding Humanist Research Articles

V. A. Sukhomlinsky’s pedagogical heritage: innovation and foresight

Introduction. Modern education does not always meet the challenges associated with the rapid changes brought by the new millennium. The spiritual and moral crisis is becoming more and more pronounced. Relying only on “rationality” and practical expediency leads to human degradation and civilizational crisis. This underlies the unprecedented value of pedagogical systems containing certain constructive solutions to the identified problem put forward by practice. According to the general opinion of the world pedagogical community, among such systems is one created by the outstanding humanist V.A. Sukhomlinsky (1918 – 1970). Purpose: To identify and reveal the essence of the ideas and provisions of the Pavlysh innovator that have already played an invaluable role in the enrichment of the national education and will be the driving force of its development in the third millennium. Materials and Methods. The basis of the study is V.A. Sukhomlinsky’s works and the products of his rich educational practice, as well as materials from those who studied the innovator’s creative heritage. The research methodology was based on the conceptual provisions of humanistic pedagogy. The specific methodological tools included the principles of integrity and consistency, objectivity, universal connection of phenomena, combination of retrospective and prospective development, along with sociocultural and system-functional principles. In addition to general scientific methods, such as system-structural analysis and synthesis, the research process also involved formal logical research methods. Results. The study expands and concretizes the existing knowledge about the development of pedagogical theory and school practice in the second half of the 20th century. Identified and characterized are the key ideas and scientific positions of V.A. Sukhomlinsky, the prominent representative of the studied period. They were the foundation of his pedagogical system and played an important role in enriching the theoretical and methodological foundations of pedagogy, the content and support (methodological and technological) of modern educational practice and will certainly become the driving force of its development in the medium and long term. Even though V.A. Sukhomlinsky lived and worked in an ideologized epoch, difficult for creative work, he managed to develop his own pedagogical system, in which the poetic and popular idea merged with its scientific foundations. V.A. Sukhomlinsky’s pedagogy is in many respects the pedagogy of the present and the future. It is entirely aimed at the realization of the humanistic ideal. The concepts of goodness and humanity, preached by the educator, nowadays win more and more supporters. As many other provisions of the innovator concerning the construction of the educational process, they can undoubtedly become one of the cornerstones of developing the educational practice in the third millennium. Conclusion. V.A. Sukhomlinsky’s multifaceted activity not only enriched pedagogical science with new ideas and provisions, but also can rightfully be regarded as an important stage in its development. Nowadays, when the world has entered the third millennium and the pedagogical community solves the problems associated with the renewal of the content essence of all parts of education, we believe that the ideas and practical experience of the outstanding teacher will play a productive role in this process. Keywords: upbringing of a comprehensively developed personality, humanization of the pedagogical process, regental function of upbringing, system-forming factor of upbringing, unity of teaching and upbringing

Domestic researchers who have made important contributions to the study of digestive system diseases: images in art. Maks Moiseyevich Gubergrits

A few main directions can be distinguished in the scientific and practical activities of M. M. Gubergrits. Even his first studies contributed to the history of the development of domestic cardiology. He continued the work started by V. P. Obraztsov on the III normal heart sound, studied changes in heart tones and the formation of a gallop rhythm, the rhythm of a neurasthenic quail, was one of the first to evaluate the clinical significance of the electrocardiographic technique, and tried to use it for better understanding the effect of certain drugs on the heart. He described disorders of the cardiovascular system in severe infectious diseases (epidemic typhus, relapsing fever, and typhoid fever) and thrombosis of the splenic vein. An important part of the scientific activity of M. M. Gubergrits was the pain problem. An outstanding humanist scientist could not ignore this human suffering from various diseases. He was interested not only in the origin of pain in diseases of the heart, liver, and kidneys but also in pain as a general problem of physiology and pathology. However, he most clearly revealed himself as a talented clinician in gastroenterology by constantly combining thoughtful observation at the patient’s bedside with clinical and physiological experimentation. Back in 1929, in his work on the mechanism of gastric secretion, he established the effect of mechanical irritation of the gastric mucosa on the secretion of gastric juice. He described a unique palpatory symptom of a bigastric stomach (changes in the position of the lower border of the stomach, re‑determined by splashing noise). He had a keen interest in peptic ulcer disease. His studies on pancreatic physiology and pathology have retained their value to the present day: data on excretory function, the adaptability of exocrine function to different diets, the possibility of a partial violation of this function (dyspancreatism), as well as the organ’s functional study technique developed in his clinic. M. M. Gubergrits described the pain zone in the pathology of the head and body of the pancreas. In addition, he described concomitant diseases of the liver and pancreas and the liver’s involvement in the pathological process in gastric, duodenal, and large intestinal diseases. The studies by M. M. Gubergrits on the clinical picture of pancreatic diseases played a significant role in the further research. To a large extent, his statements on the diagnosis of pancreatitis have retained their significance. He emphasized the importance of such symptoms as pathological hunger, thirst, polyuria, weight loss, pain in the epigastric area, sometimes jaundice, diarrhea with creatorrhea and steatorrhea, and changes in the blood and urine.

Eneasz Sylwiusz Piccolomini i kobiety

The hero of this text is one of the most colorful figures of the 15th century. His life and career were extremely rich and full of unexpected turns. The descendant of an old aristocratic family had seventeen siblings, studied in Siena and Florence, and then became secretary to Cardinal Domenico Capranica. He was not characterized by steadiness of views, first a supporter of the superiority of the council over the pope, with time he changed his mind and recognized the primacy of the popes. An important step was entering the service of the Reich King Frederick III, but then he turned towards the Church, was ordained a minor priest, in 1456 he became a cardinal, and the crowning of his career was the election of the pope in 1458, where he took the name Pius II. The content of the text are 3 episodes from Piccolomini’s life related to 3 women. They were, in order: the wife of the King of Hungary and the Roman Emperor Sigismund of Luxembourg, Barbara of Cilesia, Joan of Arc, whose fascinating portrait was sketched by Aeneas in his „Memoirs”, and a certain woman whose interesting fate he heard as the pope during the audience. All three images show the author as a good observer and an outstanding humanist.

Neapolitan Cardinal in Early Renaissance Hungary •

Neapolitan Cardinal in Early Renaissance Hungary •

Giovanni d’Aragona (1456‒1485) szerepe Mátyás király mecénásságában

Giovanni d’Aragona (1456‒1485) szerepe Mátyás király mecénásságában

THE RECEPTION, COMPARATISTICS AND TIMELINESS OF SERGEI HESSEN’S PEDAGOGICAL THOUGHT

The article is dedicated to the outstanding philosopher, legal theorist and pedagogue Sergiy Hessen, who at one time headed the Department of Philosophy of Education at the Free Polish University (Wolna Wszechnica Polska) in Warsaw. He remained in Poland for the rest of his life – having survived the harsh experience of Nazi occupation (during which he lectured at an underground university) and persecution by Stalin's security service. Hessen died in 1950 at the height of his creative powers. The author notes that Vincent Okon very aptly compared the biography of this outstanding humanist with the "fate of a traveler" even before Zygmunt Bauman used this category in relation to the situation of people living in the postmodern world. Hessen mastered the languages ​​of thecountries in which he stayed and gave lectures, and he learned Polish thanks to his wife Maria Nemyska. According to the author, his most important works were created in the last period of his life. During the Polish People's Republic, dissertations published before the war were not available to students of philosophy, law or pedagogy. Collections of works scattered all over the world were published only in the Third Republic of Poland, as well as reprints of his pre-war works. This is not surprising, since he revealed there the problems of socialism, the proximity of Bolshevism and conservatism, as well as the hopes associated with the new liberalism.

Realization of Yanus Korchak ideas in the scientific works of students of pedagogical universities

The author addresses the pedagogical heritage of the outstanding humanist educator of the twentieth century - Janusz Korczak. The article attempts to comprehend the basic conceptual ideas of Janusz Korczak from the perspective of modern requirements for the methodology of new education by attracting students to independent scientific creativity. The pedagogy of Janusz Korczak and its methodology are characterized in the context of the popularization and continuity of the ideas of humanism in1 Lyubov A. Kochemasova, Cand. Ped. Sci., Associate Professor of Pedagogy and Sociology Department.modern education. The article presents the priority areas of the competition for the implementation of the ideas of the humanist pedagogue about the self-worth of childhood, which determined the importance of the child’s right to respect, the special attention is paid to the set of rights of the child, ensuring its full development, allowing students to reveal the main provisions of the pedagogical concept and the modern context of pedagogy of Janusz Korczak. The positions of leading scientific researchers (R.A. Valeeva, I.D. Demakova, M. Kaminsk, A. Levin, I. Neverli, M. Mikhalak, etc.) are examined which develop the ideas of the teacher, analyze the problems of the theory and practice of education in the pedagogical concept of Janusz Korczak. The practical significance of the research lies in the direction of its results in improving the scientific creativity of students through the implementation of the ideas of Janusz Korczak in the international competition of research and creative works of students "In the world of wise thoughts of domestic and foreign scientists and teachers." The practical significance of the research lies in the direction of its results in enhancing students ’scientific creativity by implementing the pedagogical ideas of Janusz Korczak in the international competition of students’ research and creative works “In the world of wise thoughts of domestic and foreign academic teachers”. The presented research results can be used in higher educational institutions of Russia to solve the problems of increasing the research activities of students by reading the new pedagogical heritage of Janusz Korczak. The article will be interesting to students of educational institutions of higher education (undergraduate, graduate level), representatives of higher education, graduate students

АНАЛІЗ ВИКРИВЛЕНЬ ДЕРЖАВНОЇ СЛУЖБИ ТА ПУБЛІЧНОГО УПРАВЛІННЯ В ТВОРЧОСТІ М.Є. САЛТИКОВА-ЩЕДРІНА

Outstanding Humanists of the 19th Century, Mikhail Yevgrafovich Saltykov-Shchedrin and Fedor Mikhailovich Dostoevsky, offer us in our present day, from their anti-historical antiquity, actual thoughts on state power – from its abuses and abuses. In our previous articles, we drew attention to the analysis of the problems of statehood in the novels of FM Dostoevsky, and we will turn to this topic – and now we will concentrate on the thoughts of the famous associate Dostoevsky on the democratic movement in culture – ME. Saltykov-Shchedrin. The purpose of the article is an analysis, on the example of creativity M.E. Saltykov-Shchedrin, the attitude of the government to society and man – through the prism of distortions of the civil service and public administration. The author of the article puts forward the corresponding tasks: to follow the peculiarities of the state-management biography of ME Saltykov-Shchedrin; understand Shchedrin's philosophy of history; to pay attention to the cardinal problems of the social structure of the state, autocratic-bureaucratic power – which are put and resolved by the writer; to explore grotesque and symbolic image of Saltykov-Shchedrin social and state-management pyramids; trace the artistic satirical analysis of images of public executives. All his artistic gift, «all the forces of his mind and heart,» as at the end of life, ME will say about himself. Saltykov-Shchedrin in a semi-auto-biogagic fairy tale «An Adventure with Kramolnikov», he is a «seditious writer» – given his cause for the revival of a «spoiled homeland», the cause of involving the people in conscious political activity, the awakening of the reader's sense of personal responsibility for the unstable course of national history and modern times . With all the extraordinary complexity of the original «azopic manner» of his satirical story, the inner, hidden content of his satire in general was quite clear, so that – from year to year, for many decades – to cause anxiety and admiration for others. Roman Saltykov-Shchedrin is also called «satirical chronicle» and «political pamphlet.» In it, the writer «azopovsky language» critically transmitted the history of their state. The whole reality of the city of Glypova and its management are contrary to normal human life; its rulers – angry, brutal dolls, their goal – the destruction of everything thinking. Thus, the mayors in the Saltykov-Shchedrin novel are completely inappropriate individuals who are not capable of managing any state structure and should not be in power or power at all. All their actions – contradictory and meaningless. One comes to the place of another, but in the life of the people nothing changes. All public administrators in «History of one city» have the following common features: foolishness, self-control, greed, corruption, despotism, immorality. Externally, they are «humanoid», and internally saturated only by thirst for profit in any way. Shchedrin, undoubtedly, is a follower of MV in the image of an ugly society and ugly state administration. Gogol In the «Dead Souls» of Gogol, the world seems to split in two: two realities coexist simultaneously – «poetic» and «prosaic»; it is Russia with its talented, full-fledged creative forces, the people – and the autocratic feudal empire, which put the brand of deformity. The crisis experienced by the state, according to Gogol, has reached such a degree that the question arises of the further existence of the state. And the direct follower of Gogol's case is Shchedrin. Satire M.E. Saltykov-Shchedrin was on the side of those who fought for the triumph of justice and truth. The writer believed in the destruction of a stupid way of life, in the victory of the immortal ideas of true humanistic progress. «Carthage must be destroyed!» – as if the writer calls: «Carthage» of state silly tyranny, arbitrariness, totalitarianism, antihumanity.

Ф.П. Гааз: врач, ученый, организатор здравоохранения, гуманист, «неисправимый филантроп» и московский «святой доктор»

The biography of Fyodor Petrovich (Ivanovich) Haaz (Friedrich Joseph Laurentius Haass) (1780 - 1853) - Moscow doctor (1806 - 1853), a German origin, scientist, public health administrator, an outstanding humanist doctor of the first half of the 19th century, a philanthropist, known as the "Holy doctor", is showed in the article.
 Court Advisor (1811), College Counselor (1826), Knight of the Order of St. Vladimir of the fourth degree (1811), Order of St. Anna of the 2nd degree (181?) of The Russian Impire. A doctor in the army during the Patriotic War of 1812 (from January 1814), head physician of the Moscow Pavlovsk Hospital (1807-1812, 1814-1825), Head of the Moscow Medical Office (1825-1826), one of the founders of the Moscow Eye Hospital (1826), a member of the Moscow Prison Committee and the head doctor of Moscow prisons (1826-1853), the head doctor of the Moscow Catherine Hospital (1840-1844), the founder and head doctor of the Moscow Police (later - Alexander) hospital, popularly called the "Haaz" (1844- 1853).
 One of the founders of Russian balneology and balneology, who made a great contribution to the development of climatology and meteorology, pioneer in the resorts in the North Caucasus (1809-1810).
 The creator of lightweight individual shackles, he achieved their introduction at the exile stages to replace the riveting to a common rod for 6-12 convicted.
 The development of deontology in the 19th century, a science that studies the ethical standards and principles of a doctor’s behavior, as well as certain responsibilities towards the patient, is inextricably linked to the name of Dr. F.P. Haaz [F. Haass]. The life and work of this outstanding humanist physician is a wonderful example of high morality in the fulfillment of his professional duties and genuine nobility in serving the sick and suffering people.
 The motto of Dr. Haass’ life and professional work was borrowed from the Apostle Paul: “Hurry to do good” (in Galatians (6: 9-10) and in the second letter to The Thessalonians (3:13)).
 At present, the process of beatification has begun - the canonical process of classifying F. Haass as a blessed Catholic church.

ДИТИНОЦЕНТРИЧНІ ПОГЛЯДИ ТА ІДЕЇ У ПЕДАГОГІЧНІЙ СПАДЩИНІ АВГУСТИНА ВОЛОШИНА

The article is devoted to the study of principles of child-centeredness as a pedagogical outlook on the upbringing of the child in the scientific and practical activities of the well-known pedagogue, cultural and educational, religious and state figure, educator, journalist and writer, outstanding humanist of the Transcarpathian region at the turn of the 19th and 20th centuries, professor Avhustyn Voloshyn (1874 – 1945).The study of the scientific and pedagogical and journalistic works of the outstanding teacher makes it possible to conclude that the dialectics of the education and development of the child’s personality are regarded by them as interdependent phenomena: development affects education, and education determines development. Due to purposeful education, on the conviction of the teacher, a person is formed; conditions are not only made for the development of inherited natural instincts of the child and the physical characteristics, but also for acquisition of new features and qualities.Avhustyn Voloshyn engaged himself actively in the pedagogical education of parents and initiated its dissemination among the general population of the Transcarpathian region. Through active ways of teaching pedagogical knowledge the parents of pupils from the school side, he considered the organization of thematic lectures and parent conferences, involving parents into the organization of joint holidays which would help them to get to know the child more deeply.In the center of the pedagogical concept of A. Voloshyn and the main object of education is a child at all stages of development, with all inherent in the innate instincts, abilities, and talents. In this case, the main task of education, according to the teacher, is to ensure the development of these qualities, the formation of a nationally conscious, humane, mature, creative and hard-working personality capable for conscious social choice and enrichment of the intellectual, spiritual and cultural potential of their people.

Реальное и фантастическое в «Утопии» Т. Мора

<p>Статья посвящена рассмотрению соотношения факта и вымысла в романе «Утопия» Т. Мора (1478–1535), великого гуманиста, стоящего у истоков английского Возрождения и эпохи Модерна. 500-летняя годовщина выхода в свет Libellus vere aureus, nec minus salutaris quam festivus, de optimo rei publicae statu deque nova insula Utopia служит прекрасным поводом для переосмысления исторического места произведения в мировой культуре. В статье раскрывается диалектика реального и фантастического, правды и вымысла в «Утопии».</p><p>По устоявшемуся мнению, «Утопия» Т. Мора сформировала парадигму нового литературного жанра и нового способа размышления о будущем в форме фантастики. Само название острова, основанное на игре слов ou-topos / eu- topos; различных мест и действующих лиц (город Амаурот — «туманный», река Анидр — Безводная, Гитлодей — «сведущий в чепухе» и т. п.), а также многие характеристики идеального общества, слабо связанные с реальностью того времени, казалось бы, свидетельствуют об абсолютном господстве вымысла. Но ряд авторов считают иначе. Согласно Моргану книга Мора, взятая в целом — не фантастика, а рассказ о путешествии в Перу. Другие авторы историчность и реалистичность «Утопии» усматривают в описаниях острова Куба, третьи находят сходство обычаев утопистов с обычаями коренных народов Америки, четвертые обращают внимание на адресный характер критики социальных порядков.</p><p>Для выяснения соотношения реального и вымышленного автор принимает во внимание всю совокупность обстоятельств, связанных с написанием «Утопии». Среди них: пребывание Мора в Антверпене в 1515 г.; присутствие реальных исторических лиц П. Эгидия (Петр Жиль), кардинала Дж. Мортон, и т. д. Следует учитывать источники, которые могли послужить источником информации о Новом Свете: письма Х. Колумба, дневники путешественников, вышедшую 1503 г. книжку А. Веспуччи «Новый Свет», «Декады» П. Мартира де Англериа.</p><p>К разнообразной информации о Новом Свете, где реальное было перемешано с фантастическим, Мор относился критически и с долей иронии. Далекий от беспочвенного фантазирования, мыслитель четко очерчивал круг своих интересов: социальные факторы процветания государства и общества. </p>

FRAY ALONSO DE LA VERACRUZ: FUNDADOR DEL REPUBLICANISMO MEXICANO

Alonso de la Veracruz fue el primer profesor de filosofía occidental en América y el representante más sobresaliente de la Escuela de Salamanca en la Nueva España. Fue fundador de la Real Universidad de México en 1553. En este trabajo se muestra como a partir de su formación humanista con Vitoria y Domingo de Soto, rechazó las pretensiones de legitimidad del dominio político y económico de los españoles sobre los indígenas del Nuevo Mundo. Con base en un humanismo republicano y multiculturalista, conformó una tradición de pensamiento político que reivindica la autonomía de los pueblos indígenas y defiende su racionalidad.

Dzieje toruńskiej rodziny Watzenrode w XIV–XVI w.

It is not clearly explained where did Watzenrode family, settled in Torun, come from. They came probably from Upper Hesse or Rhineland-Palatinate. Ludwik Birkenmajer’s thesis about Polish and Silesian roots of that family should be rejected – it is impossible to connect a branch of the family from Ziębice and Wrocław with a branch from Torun. The most reliable is a thesis that Watzenrodes came to Torun from Westfalia in the first half of the 14th century, simultaneously to the great number of other immigrant families, that became patrician of Torun. In Torun there were two branches of this family – both descending from Albrecht I’s sons: Fryderyk III (about 1370–1416) and Lukasz I (about 1390–1462). Albrecht I was born about 1340 and died in 1399. Among descendants of Fryderyk III, there were Fryderyk IV (about 1410–1446) and his son, Jerzy Fryderyk V (about 1435-about 1482). Among descendants of Lukasz I, there were Lukasz II, bishop of Varmia (1447–1512), and Lukasz’s illegal son, Filip Teschner (about 1475 – after 1523). Albrecht I’ wife was a councilor Lukasz Reusse’s daughter, died 1384. Her name is unknown. Lukasz I’ wife was Katarzyna, a councilor Jan Rusop’s daughter, died 1416. Katarzyna’s mother was Rusop’s wife – her name is unknown – descending from von Putten family. Filip Teschner’s mother was identified as well, as a Elzbieta Rackendorff (about 1455 – about 1495), Pawel’s, rich merchant from Torun, eldest daughter. It is possible that Lukasz II and Elzbieta’s marriage had been planned in 1474. Nevertheless, engagement was broken, probably because of a chance for a great carrier as a clergyman for Lukasz. It is possible that because of this, pregnant Elzbieta was married to Jan Teschner, member of other patrician family from Torun, who adopted “bishop’s” offspring. Geneological table attached to this article depicts a complete genealogy of the family. Watzenrodes stood out from patricians from Torun due to the level of their education. Four members of this family became students: Cezary and Lukasz II graduated as doctors, Fryderyk III I Fryderyk IV did not graduated university and came back to the town. Konrad Gesselen, the most outstanding humanist from the half of the 15th century, was a close friend to Lukasz I and his wife, Katarzyna. Before death he even lived in Watzenrodes’ house and was Katarzyna’s confessor. It is certain that intellectual traditions of Watzenrodes influenced Nicolaus Copernicus’ education, as he descended from this family by his female ancestors.

Pensar en español en el mundo iberoamericano multiculturalista

Based on Gadamer’s conception about the relationship between language and tradition, I pose the question ?Which is the intellectual tradition intrinsic to thinking in Spanish? In response to this question, it is important to state that in America the spanish language, more specifically, Castellian language has an imperialist origin, since it was imposed over a variety of indigenous languages from the very beginning of Iberian conquest and domination in the New World. But it is equally important to point out that Spanish language was used since the very beginning of Iberoamerica in XVI century to question the legitimacy of Spanish empire, as well to defend human rights of indigenous people and even to build up an hispanoamerican culture that latter on would become the basis of nationalist baroque cultures (Sor Juana Ines de la Cruz, Siguenza y Gongora, Claviero, Alegre, Eguiara y Eguren, Servando Teresa de Mier). Therefore, castellian language could be considered as a imperial language as well as a emancipatory and libertarian thinking, promoting an open and edifying intercultural dialogue, specially with indigenous languages and cultures that have survived five centuries of domination and exclusion. During the history of Iberoamerica for the last five years, the most outstanding humanists, from Las Casas and Alonso de la Veracruz to Gaos and Sanchez Vazquez, have cultivated this intercultural dialogical community which is one of the most important intellectual traditions in Spanish language.

MLA Sessions on Children's Literature

MLA Sessions on Children's Literature Anita Moss The growing scholarly and critical interest in the serious appraisal of children's literature was manifested in the number and quality of the sessions devoted to various aspects of children's literature at the 1979 meeting of the Modern Language Association. The nine sessions on children's literature were well-attended, and each of them raised significant issues about the role of children's literature as a humanistic discipline, the social, political, and psychological implications of different forms of children's literature, and the relationship between children's literature and literary criticism. The Children's Literature Association sponsored several of these sessions. In the session "Children's Literature: The Writer as Critic," author and critic Eleanor Cameron appeared with panelists Ruth K. MacDonald, Peter Neumeyer, Douglas Street, and John Cech, to discuss her views on criticism and children's literature. She suggested that the critic of children's literature should be widely read in both literature and criticism and mentioned Alfred Kazin and Edmund Wilson as critics she admired. She raised and addressed some serious questions about current directions in the criticism of children's literature, emphasizing her concern about increasingly récherché critical approaches, some of which she finds pretentious, pedantic, and opaque. Francelia Butler moderated a major session entitled "Children's Literature in the Humanities," which featured such outstanding humanists as Leslie Fiedler, Peter Beagle, Jonathan Cott, Alison Lurie, John Seelye, and Rachel Fordyce. The panelists presented their views of the importance of children's literature, discussing its impact in their personal and professional lives and commenting upon its place in the humanities. Some controversial issues emerged from the session. Leslie Fiedler, for example, spoke out against the "ghettoization" of children's literature, insisting that it should be taught in the context of literature. Alison Lurie suggested that children's literature inspires humanistic impulses in children because of its "subversive" capacity to undercut adult authority and rules. Central questions came out of this sessions "What is children's literature?" (Answers to this question were surprisingly confused and ambiguous.) "Where does children's literature belong in the curriculum: In a separate course? Blended into other literature courses?" John Seelye discussed "Adult Literature as Children's Literature" with the noted fantasy writer Peter Beagle, who commented on the nature of his fantasy and features of it which have appealed to children. Beagle mentioned such children's writers as T. H. White and Mary Norton as strong influences upon his own writing practices and described his experience with elementary school children who had read his fantasy. Rachel Fordyce presided over a forum, "Children's Literature: The Experience of Department Chairmen," where Marilyn Apseloff presented the findings of her survey of English Department chairpersons. Her results suggest a dramatic increase in the number of courses offered in children's literature in English departments around the country, as well as marked and favorable changes in the attitudes of department chairpersons towards the course. English department chairpersons, Arthur M. Eastman of Virginia Polytechnic, David H. Stewart of Texas A & M, and Mary Louise Briscoe of the University of Pittsburgh, each presented his or her experience with children's literature. While these chairpersons [End Page 8] obviously supported and encouraged the study of children's literature, they also frankly suggested that problems remain. Some staff members still view children's literature as an essentially popular subject and thus inferior to "main line" literature. Others, according to these chairpersons, question the methods by which the course is taught and regard it as sociology or education rather than literature. Still others, plainly worried about declining enrollments, are simply jealous of the popularity of the course. In this session, once again, confusion arose over the definition of "children's literature." This session was especially valuable because it focused sharply upon problems which many teachers of children's literature face in attempting to forge an acceptable professional identity for themselves and their courses amidst lingering biases and misconceptions about the nature of children's literature and its status in the context of the English department curriculum. Panelists, Jack D. Zipes, Herbert Kohl, Jan Bakker, Jerome Griswold, and K. Narayan Kutty, along...