has helped us in looking at groups in a variety of dimensions and has
shown the interrelationships of these dimensions and their effect upon
both the group and the individuals. It is primarily from this base of
knowledge that we make our suggestions for changing the schools.

This book can be used effectively in many educational settings:
preservice, inservice and graduate. It is meant to be practical: to shed
light on what humanized schooling means, what humanized schools
look and feel like, and, most important, how such schools can be
created. Although it undoubtedly will be used primarily in profes-
sional courses in such areas as educational psychology, educational
sociology, the foundations of education, curriculum and instruction,
and educational administration, we intend it to be read also by indi-
vidual educators, parents, students, and citizens interested in our
schools.

We wish to acknowledge the stimulation and assistance of many
people during our writing of this book. Special thanks are due to the
students in Richard Schmuck's advanced educational psychology
course (given during the spring of 1972 at the University of Oregon)
who read and generously shared their reactions to early drafts of the
first four chapters. Many of their suggestions were heeded. Others
who made significant contributions were our colleagues Dick Arends,
Jane Phelps, Phil Runkel, David Sonnenfeld, and Spence Wyant; their
extensive, diverse, and careful criticisms were very helpful to us.
Finally, we wish to thank Rosemary Briggs, Lois Newton, and Louise
Olds, who assisted with the typing of many sections, and to give a
special thanks to Jan Starling Sides, who worked under tight deadlines
to complete the most substantial part of the typing.

Humanized schools will not materialize simply because teachers
and students have developed some understanding and knowledge of
the ways in which learning groups and school organizations can oper-
ate. A humanized school can be created only by the conscious practical
effort of everyone involved, including educators, students, and parents.
We attempt to offer here specific ideas and concrete plans of action
to create a more humanized climate for learning. The value of a
humanized school lies in the scope of learning available (cognitive
and emotional), the respect shown for individuals (staff and students)
and the opportunity to mold an organization which reflects the
needs and goals of its members.

R.A.S.

P.A.S.

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