参考文献

序言

These vignettes are excerpted from a forthcoming book: Positive Regard: Carl Rogers and the Notables He Inspired, edited by Melvin Suhd, Science & Behavior Books, Palo Alto, CA., forthcoming in 1994.

前言

H. Kirschenbaum and V. L. Henderson (eds.), The Carl Rogers Reader. (Boston: Houghton Mifflin, 1989).

导言

A. Steckler, R. Goodman, K. McLeory, S. Davis, and G. Koch, “Measuring the Diffusion of Innovative Health Promotion Programs,” American Journal of Health Promotion 6 (1992): 214-25.

第1章

T. Peters and R. Waterman, In Search of Excellence: Lessons from America's Best-run Companies (New York: Harper and Row, 1982).
J. Hillkirk, “In Search of Excellence Ten Years Later” (interview with Tom Peters), USA Today, 11 November 1992, p. 7b.
K. Bachofer and W. Borton, Restructuring: A View from the Trenches: The Continuing Evolution of O'Farrell Community School, Center for Advanced Academic Studies (San Diego: San Diego Public Schools, 1992).
K. Bachofer, Hidden Messages: Student Perceptions of Teacher Expectation Communication (dissertation, Claremont Graduate School, 1993).
Y. Fournier, “Children Must Learn to Collaborate,” Houston Chronicle (from Scripps-Howard News Service), 1 January 1993.
N. Flanders, Analyzing Teacher Behavior (Reading, Mass.: Addison-Wesley 1970).
J. Goodlad, A Place Called School: Prospects for the Future (New York: McGraw-Hill, 1983).
H. J. Freiberg, What to Do the First Days and Weeks of School (Houston: Consistency Management Associates, 1992).
S. Conneley and B. Cooper, The School As Work Environment: Implications for Reform (Boston: Allyn and Bacon, 1991).
H. J. Freiberg, High School for the Performing and Visual Arts (Unpublished manuscript, University of Houston, 1980 interview).
D. Fadiman, Why Do These Kids Love School? (study guide) (Santa Monica, Calif.: Pyramid Film and Video, 1991).
H. J. Freiberg, L. Gauthier, and T. Stein, Assessment of the Read Commission Learning Center (Houston: University of Houston, 1992).
ABC World News Tonight, “Toronto Public Schools: Make the Difference,” from the series The American Agenda (New York: ABC News, 1990). Video.
Lao Tzu, The Way of Life according to Lao Tzu, trans. Witter Bynner (New York: Capricorn Books, 1962).

第2章

“National Affairs: The Cities' Deadly Tally,” Newsweek. 26 March 1991, p. 36.
“New York Teen Slain in Another Jacket Robbery,” Houston Chronicle (from Reuters News Service), 12 January 1991, p. 12a.
H. L. Hodgkinson, The Same Client: The Demographics of Education and Service Delivery Systems (Washington. D.C.: Institute for Educational Leadership, Center for Demographic Policy, 1989).
“Most Stressful Jobs.” Men's Health, cited by B. C. Oren, Houston Chronicle. 27 June 1991, p. 18a.
K. Sanchez, Student/Parent/Community Surveys 1991-1992: Districtwide and Administrative Results (Houston: Houston Independent School District, 1992).
A. Pallas, G. Natriella, and E. McDill, “The Changing Nature of the Disadvantaged Population: Current Dimensions and Future Trends,” Educational Researcher 8, no. 5 (1989): 16-22.
H. J. Freiberg, “A Multi-dimensional View of School Improvement,” Educational Research Quarterly 13, no. 2 (1989): 35-46.
“Kids Talk about School,” Media and Methods 5 (April 1969).
D. E. Rogers, Some Musings on Medical Education. Is It Going Astray? (Unpublished paper, Robert Wood Johnson Foundation, 1981).
A. Bartlett Giamatti, quoted in Time, 11 June 1981.
Frances Fuchs, The GUN on the Labor Market (Unpublished manuscript, 1981).
Martin Heidegger, What Is Called Thinking? (originally published as Was Heis 1st Denken?) (New York: Hater Torchbooks, 1968). Book is based on lectures given in 1951-52.
F. E. Vaughn, Awakening Intuition (New York: Anchor Books, 1979).

第3章

Carl R. Rogers, On Becoming a Person (Boston: Houghton Mifflin, 1961).
Laurie Lisle, Portrait of an Artist: A Biography of Georgia O'Keeffe (New York: Washington Square Press, 1980).
Diana Ritenour, Lessons a Student Taught Me (Unpublished manuscript, 1992).
Tim Merrifield, A Quiet Celebration (Unpublished manuscript, 1992).
Janice Nease, Change Takes Time (Unpublished manuscript, 1992).
Betty W Smith, The Beauty Is Here (Unpublished manuscript, 1992).
Bernice Boggess, It's Never Too Late (Unpublished manuscript, 1992).

第4章

Barbara J. Shiel, Evaluation: A Self-directed Curriculum, 1965 (Unpublished manuscript, 1966).

第5章

Gay Swenson, “Grammar and Growth: A French Connection,” Education 95, no. 19 (1974): 115-27. Used by permission and revised for this chapter.

第6章

Lao Tzu, The Way of Life according to Lao Tzu, trans. Witter Bynner (New York: Capricorn Books, 1962).
Robert Ferris, “From Gadfly to Mainstream: The New Orleans Free School Twenty Years Later” (Unpublished letter to the community, presented at the twentieth anniversary of the founding of the New Orleans Free School, 1991).
Wayne K. Hoy, John C. Tarter, and Robert B. Kottkamp, Open Schools/Healthy Schools (London: Sage, 1991).
H. Jerome Freiberg and Amy Driscoll, Universal Teaching Strategies (Boston: Allyn and Bacon, 1992).
H. Jerome Freiberg, “Teacher Self-assessment and Principal Supervision,” NASSP Bulletin 71, no. 498 (1987): 85-92.

第7章

John R Barkham, “Environmental Sciences 365: Ecosystem Management” (Unpublished evaluation of the course, 1980-81).
Adam Curie, Education for Liberation (London: Tavistock Publications, 1979).
Carl R. Rogers, Freedom to Learn, 1st ed. (New York: Macmillan/Merrill, 1969).
William Romey, “Radical Innovation in a Conventional Framework: Problems and Prospects,” Journal of Higher Education 48 (November/December 1977): 680-96.
C. J. Sugnet, “Metamorphosis of a Geology Department,” Change (July 1977).
Alvin M. White, “Humanistic Mathematics: An Experiment,” Education (Winter 1974).
Alvin M. White, “Process and Environment in Teaching and Learning,” in New Directions for Teaching and Learning: Interdisciplinary Teaching, No. 8, ed. Alvin M. White (San Francisco: Jossey-Bass, 1981).
S. Tobias, Overcoming Math Anxiety (New York: Norton, 1978).
Julie Ann Allender, “Fourth Grade Fantasy,” Journal of Humanistic Education 6 (1982): 37-38.
Ruth Sanford, Eight Years of an Experimental Program (Unpublished personal document, 1981).
Jeanne Ginsberg, Looking Back (Unpublished personal document, 1981).

第8章

Carl R. Rogers, “The Interpersonal Relationship in the Facilitation of Learning,” in Humanizing Education, ed. R. Leeper (Washington, D.C.: National Education Association, 1967), pp. 1-18. © Association for Supervision and Curriculum Development.
Sylvia Ashton-Warner, Teacher (New York: Simon and Schuster, 1963).
Barbara J. Shiel, Evaluation: A Self-directed Curriculum, 1965 (Unpublished manuscript, 1966).
Patricia Bull, Student Reactions, Fall, 1965 (Unpublished manuscript, New York State University College, 1966).
Morey L. Appell, Selected Student Reactions to Student-centered Courses (Unpublished manuscript, Indiana State University, 1959).
Virginia M. Axline, “Morale on the School Front,” Journal of Educational Research (1944): 521-33.
G. T. Barrett-Lennard, “Dimensions of Therapist Response as Causal Factors in Therapeutic Change,” Psychological Monographs 76, no. 562 (1962).
F. C. Emmerling, “A Study of the Relationships Between Personality Characteristics of Classroom Teachers and Pupil Perceptions” (Ph. D. diss., Auburn University, 1961).
R. Schmuck, “Some Aspects of Classroom Social Climate,” Psychology in the Schools 3 (1966): 5-5; “Some Relationships of Peer Liking Patterns in the Classroom to Pupil Attitudes and Achievements, ” The School Review 71 (1963): 337-59.
David N. Aspy, A Study of Three Facilitative Conditions and Their Relationship to the Achievement of Third Grade Students (Ph. D. diss., University of Kentucky, 1965).
K. W. Hoy, J. C. Tarter, and R. B. Kottkamp, Open Schools/Healthy Schools (London: Sage, 1991).
Samuel E Moon, “Teaching the Self,” Improving College and University Teaching 14 (Autumn 1966): 213-29.
Morey L. Appell, “Self-understanding for the Guidance Counselor,” Personnel and Guidance Journal (October 1963): 143-48.
Carl R. Rogers, On Becoming a Person (Boston: Houghton Mifflin, 1961).

第9章

J. Stuckey, Prescott College: A Case Study in Intuitive Quality Management (Paper presented at Conference on Quality, sponsored by the Sacramento Area Council for Total Quality, Sacramento, August 1990), pp. 12-17.
L. Cuban, How Teachers Taught: Constancy and Change in American Classrooms, 1890-1990 (New York: Teachers College Press, 1993).
J. Goodlad, A Place Called School: Prospects for the Future (New York: McGraw-Hill, 1984).
J. E. Brophy and T. L. Good, “Teacher Behavior and Student Achievement,” in Third Handbook of Research on Teaching, ed. M. L. Wittrock (New York: Macmillan, 1986), pp. 328-75.
H. Jerome Freiberg, “Recipe of Classroom Ideas,” in Professional Development Modules, ed. W. R. Houston and S. White (Houston: University of Houston, College of Education, Professional Development Center, 1973).
D. Rabinowitz, Bridging the Student Interest Gap Through Media Study (Unpublished document, San Francisco, 1993).
J. T. Gatto, “Teacher of the Year Calls for Ferocious Debate on Education Aims and Methods” (Reprint of keynote address, Santa Cruz, Calif.: New Society Publishers, 1990).
I. C. Hill and Tanveer, “Kids Teaching Kids: It Works,” Educational Forum 45 (1981): 425-532.
D. Berliner and U. Casanova, “Peer Tutoring: A New Look at a Popular Practice,” Instructor 97, no. 5 (1988): 14-15.
W. Shofstall, Training High School Facilitators of Learning (Unpublished manuscript, Arizona State University, 1966).
T. Graves and Nancy Graves, “Recent Research in Cooperative Learning,” International Association for the Study of Cooperation in Education 9 (1988): 2-23.
J. M. Moskowitz et al., “Evaluation of a Cooperative Learning Strategy,” American Educational Research Journal 20 (1983): 687-96.

第10章

J. Stuckey, Prescott College: A Case Study in Intuitive Quality Management (Paper presented at Conference on Quality, sponsored by the Sacramento Area Council for Total Quality, Sacramento, August 1990), pp. 12-17.
L. Cuban, How Teachers Taught: Constancy and Change in American Classrooms, 1890-1990 (New York: Teachers College Press, 1993).
J. Goodlad, A Place Called School: Prospects for the Future (New York: McGraw-Hill, 1984).
J. E. Brophy and T. L. Good, “Teacher Behavior and Student Achievement,” in Third Handbook of Research on Teaching, ed. M. L. Wittrock (New York: Macmillan, 1986), pp. 328-75.
H. Jerome Freiberg, “Recipe of Classroom Ideas,” in Professional Development Modules, ed. W. R. Houston and S. White (Houston: University of Houston, College of Education, Professional Development Center, 1973).
D. Rabinowitz, Bridging the Student Interest Gap Through Media Study (Unpublished document, San Francisco, 1993).
J. T. Gatto, “Teacher of the Year Calls for Ferocious Debate on Education Aims and Methods” (Reprint of keynote address, Santa Cruz, Calif.: New Society Publishers, 1990).
I. C. Hill and Tanveer, “Kids Teaching Kids: It Works,” Educational Forum 45 (1981): 425-532.
D. Berliner and U. Casanova, “Peer Tutoring: A New Look at a Popular Practice,” Instructor 97, no. 5 (1988): 14-15.
W Shofstall, Training High School Facilitators of Learning (Unpublished manuscript, Arizona State University, 1966).
T. Graves and Nancy Graves, “Recent Research in Cooperative Learning,” International Association for the Study of Cooperation in Education 9 (1988): 2-23.
J. M. Moskowitz et al., “Evaluation of a Cooperative Learning Strategy,” American Educational Research Journal 20 (1983): 687-96.

第11章

As reported in the Los Angeles Times, 3 December 1974.

第12章

H. Jerome Freiberg, Consistency Management: Cooperative Strategies for Active Learning (Houston: University of Houston, College of Education, National Center on Education in the Inner Cities, 1994).
S. Sherwood, “A Circle of Friends in a 1st Grade Classroom,” Educational Leadership 48, no. 3 (1990): 41.
C. R. Rogers, Personal communications with H. Jerome Freiberg, 1984.
S. Elam, R. Lowell, and A. Gallup, Phi Delta Kappa 24th Annual Poll Gallup/PDK Poll of the Public's Attitude Towards Public Schools 74, no. 1 (1992): 41-55.
C. Horswell, “Sense of Belonging Is a Powerful Incentive to Join,” Houston Chronicle, 20 May 1991, pp. 6a-7a.
E. Schaps and D. Solomon, “Schools and Classrooms as Caring Communities,” Educational Leadership 48, no. 3 (1990): 38-42.
V. Jones and L. Jones, Comprehensive Classroom Management: Motivating and Managing Students, 3d ed. (Boston: Allyn and Bacon, 1990).
W. Doyle, “Classroom Organization and Management,” in Handbook of Research on Teaching, 3d ed., ed. M. Wittrock (New York: Macmillan, 1986).
E. Cohen, R. Lotan, and L. Catanzarite, “Can Classrooms Learn?” Sociology of Education 62 (April 1989): 75-94.
E. Cohen, Classroom Management and Complex Instruction (Paper presented at the annual meeting of the American Educational Research Association, Chicago, April 1991).
H. J. Freiberg, N. Prokosch, E. Treister, and T. Stein, “A Study of Five At-risk Inner City Elementary Schools,” International Journal of School Effectiveness and School Improvement 1, no. 1 (1990): 5-25.
E. Emmer and A. Aussiker, School and Classroom Discipline Programs: How Well Do They Work? (Paper presented at the national meeting of the American Educational Research Association, Washington, D. C., April 1987).
E. Brantlinger, “Adolescents' Interpretation of Social Class Influence on Schooling,” Journal of Classroom Interaction 28, no. 1 (1993): 1-12.
D. Fadiman, Why Do These Kids Love School? (study guide). (Santa Monica, Calif.: Pyramid Film and Video, 1991).

SOURCES FOR S. SHERWOOD'S “A CIRCLE OF FRIENDS IN A 1ST GRADE CLASSROOM”

a. R. Perske, Circles of Friends (Nashville: Abingdon Press, 1988).

b. W. Stainbeck and S. Stainbeck, “Educating All Students in Regular Education,” The Association for Persons with Severe Handicaps Newsletter 13, no. 14 (1987): 1, 7.

c. D. Donder and J. Nietupski, “Nonhandicapped Adolescents Teaching Playground Skills to Their Mentally Retarded Peers: Toward a Less Restrictive Middle School Environment,” Education and Training of the Mentally Retarded 16 (1981): 270—76.

d. S. B. Stainbeck, W. C. Stainbeck, and C. W. Hatcher, “Nonhandicapped Peer Involvement in the Education of Severely Handicapped Students,” The Journal of the Association for Persons with Severe Handicaps 8 (1983): 39-42.

第13章

C. R. Rogers, Personal communications with Jerome Freiberg, 1984.
M. Wittrock, ed., Handbook of Research on Teaching, 3d ed. (New York: Macmillan, 1986).
National Center on Education in the Inner Cities, School Profiles (Philadelphia: Temple University Center for Research in Human Development and Education, 1993).
R. Koutulak, “Human Brain Teaches Science a Thing or Two,” Houston Chronicle, 10 May 1993, p. 8b. Originally published in the Chicago Tribune, © copyrighted date of publication, Chicago Tribune Company, all rights reserved, used with permission.
D. N. Aspy and F. N. Roebuck, Client Centered Therapy in the Educational Process (Paper presented at the proceedings of the European Conference on Client Centered Therapy, Wurtzburg, Germany; Wurtzburg: University of Wurtzburg Press, 1975).
D. N. Aspy and E N. Roebuck, Kids Don't Learn from People They Don't Like (Amherst, Mass.: Human Resource Development Press, 1977).
F. N. Roebuck, Cognitive and Affective Goals of Education: Towards a Clarification Plan (Paper presented at the annual meeting of the Association for Supervision and Curriculum Development, Atlanta, March 1980).
D. N. Aspy and F. N. Roebuck, “The Relationship of Teacher-offered Conditions of Meaning to Behaviors Described by Flanders' Interaction Analysis,” Education 95 (Spring 1975): 216-22.
F. N. Roebuck, Polynomial Representation of Teacher Behavior (Address presented at American Educational Research Association, National Convention, Washington, D.C., 31 March 1975; abstracted in Resources in Education [October 1975], ERIC document ED106718).
F. N. Roebuck and D. N. Aspy, Response Surface Analysis, Interim report no. 3 for NIMH grant no. 5 PO I MH 19871 (Monroe, La: Northeast Louisiana University, 1974; abstracted in Resources in Education [October 1975], ERIC document ED 106732).
D. N. Aspy and F. N. Roebuck, The National Consortium for Humanizing Education: An Update of Research Results (Paper presented to the annual meeting of the American Educational Research Association, San Francisco, 12 April 1979).
F. N. Roebuck et al., Maintaining Reliability, Interim report no. 1 for NIMH grant no. 5 PO I MH 19871 (Monroe, La: Northeast Louisiana University, 1974; abstracted in Resources in Education [October 1975], ERIC document ED106730).
D. N. Aspy and F. N. Roebuck, “From Humane Ideas to Humane Technology and Back Again Many Times,” Education 92 (Winter 1974): 163-71.
F. N. Roebuck, “Human Thoughts and Humane Procedures/Effective Behavior,” Peabody Journal of Education (October 1975): 9-14.
F. N. Roebuck and D. N. Aspy, “Grade-level Contributions to the Variance of Flanders' Interaction Categories,” The Journal of Experimental Education (Spring 1974): 86-92.
D. N. Aspy and F. N. Roebuck, Research Summary: Effects of Training in Interpersonal Skills, Interim report no. 4 for NIMH grant no. 5 PO I MH 19871 (Monroe, La.: Northeast Louisiana University, 1974; abstracted in Resources in Education [October, 1975], ERIC document ED106733).
D. N. Aspy and F. N. Roebuck, A Lever Long Enough (Dallas: The National Consortium for Humanizing Education, 1976).
J. H. Buhler and D. N. Aspy, Physical Health for Educators: A Book of Readings (Denton, Tex.: North Texas State University Press, 1975).
F. N. Roebuck and J. H. Buhler, “The Relationship between Physical Fitness of a Selected Sample of Student Teachers and Their Performance on the Flanders' Verbal Interaction Scale,” in.Physical Health for Educators: A Book of Readings, ed. J. H. Buhler and D. N. Aspy (Denton, Tex.: North Texas State University Press, 1975).
A. Tausch, O. Wittern, and J. Albus, “Erzieher-Kind-Interaktionen in einer Vorschul-Lernsituation im Kindergarten,” Psychol, in Erz. u. 0Unterricht 23 (1976).
J. Hoder, R. Tausch, and A. Weber, Forderliche Dimensionen des Lehrerverhaltens und ihr Zusammenhang mit der Qualitat der Unterrichtsbeitrage der Schuler (Manuscript, 1976).
H. Joost, “Forderliche Dimensionen des Lehrerverhaltens in Zusammenhang mit emotionalen und kognitiven Prozessen bei Schuler,” in Psychol in Erz. u. Unterricht 25 (1978): 69-94.
P Klyne, Dimensionen des Lehrerverhaltens in ihrem Zusammenhang mit Vorgangen der Schuler (Manuscript, 1976).
M. L. Silberman, J. S. Allender, and J. M. Vannoff, eds., The Psychology of Open Teaching and Learning: An Inquiry Approach (Boston: Little, Brown, 1972).
R. A. Horwitz, “Psychological Effects of the Open Classroom,” Review of Educational Research 49 (1979): 71-85.
H. Walberg, “Synthesis of Research on Teaching,” in Handbook of research on teaching, 3d ed., ed. M. Wittrock (New York: Macmillan, 1986).
H. Walberg, D. Schiller, and G. D. Haertel, “The Quiet Revolution in Educational Research,” Phi Beta Kappan 61 (1979): 179-83.
J. Ravens, “The Most Important Problem in Education Is to Come to Terms with Values,” Oxford Review of Education 7 (1981): 253-72.
G. Samson, M. E. Graue, T. Weinstein, and H. J. Walberg, Academic and Occupational Performance: A Quantitative Synthesis (Chicago: University of Illinois, Office of Evaluation Research, 1982).
P L. Peterson, “Direct Instruction Reconsidered,” in Research on Teaching, ed. P. L. Peterson and H. J. Walberg (Berkeley, Calif.: McCutchan, 1979).
L. V Hedges, R. M. Giaconia, and N. L. Gage, Meta-analysis of the Effect of Open and Traditional Instruction (Stanford: Stanford University, Program on Teaching Effectiveness, 1981).
R. Giaconia and L. Hedges, “Identifying Features of Effective Open Education,” Review of Educational Research 52, no. 4 (1982): 579-602.
M. Montessori, Spontaneous Activity in Education: The Advanced Montessori Method (New York: Schocken, 1965).
J. Stallings and D. Stipek, “Research on Early Childhood and Elementary School Teaching Programs,” in Handbook of Research on Teaching, 3d ed., ed. M. Wittrock (New York: Macmillan, 1986).
L. Miller and R, Bizzell, Long-term Effects of Four Preschool Programs: Ninth and Tenth Grade Results (Louisville: University of Louisville, 1983).
E. E. Werner, “High-risk Children in Young Adulthood: A Longitudinal Study from Birth to Thirty-two Years,” American Journal of Orthopsychiatry 59, no. 1 (1989): 72-81.
J. Goodlad, A Place Called School: Perspectives for the Future (New York: McGrawHill, 1983).
J. Brophy and T Good, “Teacher Behavior and Student Achievement,” in Handbook of Research on Teaching, 3d ed., ed. M. Wittrock (New York: Macmillan, 1986).
N. A. Flanders, Teacher Influence on Pupil Attitudes and Achievement, U.S. Department of Health, Education, and Welfare, Cooperative Research Monograph No. 12 (Washington, D.C.: Government Printing Office, 1965).
D. W. Johnson, R. G. Johnson, and E. J. Holubec, Circles of Learning: Cooperation in the Classroom (Edina, Minn: Interaction, 1986).
R. Slavin, Cooperative Learning (New York: Longman, 1983).
L. Corno and R. Snow, “Adapting Teaching to Individual Differences Among Learners,” in Handbook of Research on Teaching, 3d ed., ed. M. Wittrock (New York: Macmillan, 1986).
B. Benard, Fostering Resiliency in Kids: Protective Factors in the Family, School and Community (Portland, Or.: Western Regional Center for Drug Free Schools and Communities, Far West Laboratory Monograph, 1991).
C. Franz, D. McClelland, and J. Weinberger, “Childhood Antecedents of Conventional Social Accomplishment in Midlife Adults: A Thirty-six Year Prospective Study,” Journal of Personality and Social Psychology 60, no. 4 (1991): 586-93.
R. R. Sears, E. E. Maccoby, and H. Levin, Patterns of Child-rearing (Evanston, 111.: Row, Peterson, 1957).
R. R. Sears, “Relation of Early Socialization Experiences to Self-concepts and Gender Role in Middle Childhood,” Child Development 41 (1970): 267-89.
C. N. Edwards, “Interactive Styles and Social Interaction,” Genetic Psychology Monographs 87 (1973): 123-74.
D. M. Kagan, “How Schools Alienate Students at Risk: A Model for Examining Proximal Classroom Variables, ” Educational Psychologists 25, no. 2 (1990): 105-20.
A. Kohn, “Caring Kids: The Role of the Schools, ” Phi Delta Kappan (1991): 496-506.
N. Berg-Eisenberg and C. Neal, “Children's Moral Reasoning About Their Own Spontaneous Prosocial Behavior,” Developmental Psychology 15 (1979): 228—29.
N. Noddings, “Schools Face ‘Crisis in Caring,’” Education Week vol. 32, 7 December 1988, p. 32.

第14章

D. Yankelovich, “New Rules in American Life: Searching for Self-fulfillment in a World Turned Upside Down,” Psychology Today 15 (1981): 39.
Carl R. Rogers, Client-centered Therapy (Boston: Houghton Mifflin, 1951).
Carl R. Rogers, “A Theory of Therapy, Personality and Interpersonal Relationships,” in Psychology: A Study of a Science, vol. 3, ed. S. Koch, pp. 185-256; Formulations of the Person and the Social Context (New York: McGraw-Hill, 1959), pp. 185-256.
Charles W. Morris, Varieties of Human Value (Chicago: University of Chicago Press, 1956).
E. T. Gendlin, Experiencing and the Creation of Meaning (New York: Macmillan, The Free Press, 1962).
E. T. Gendlin, Focusing (New York: Everest House, 1978).

第15章

M. Friedman, The Problematic Rebel (New York: Random House, 1963).
B. F. Skinner, Science and Human Behavior (New York: Macmillan, 1953).
B. F. Skinner, “Behaviorism at Fifty,” in Behaviorism and Phenomenology: Contrasting Bases for Modern Psychology, ed. T. W. Wann (Chicago: University of Chicago Press, 1964).
B. F. Skinner, Walden Two (New York: Macmillan, 1948).
Richard S. Crutchfield, “Conformity and Character,” American Psychologist 10(1955): 191-98.
James Olds, “A Physiological Study of Reward,” in Studies in Motivation, ed. D. C. McClelland (New York: Appleton-Century Crofts, 1955).
V E. Frankl, From Death Camp to Existentialism (Boston: Beacon Press, 1959).
C. R. Rogers, B. L. Kell, and Helen McNeil, “The Role of Self-understanding in the Prediction of Behavior,” Journal of Consulting Psychology 12 (1948): 174-86.
M. Polanyi, Personal Knowledge (Chicago: University of Chicago Press, 1958).
M. Wertheimer, Productive Thinking (New York: Harper, 1945).
S. Kierkegaard, Concluding Unscientific Postscript, ed. Walter Lowre (Princeton: Princeton University Press, 1941).
M. Polanyi, “Scientific Outlook: Its Sickness and Cure,” Science 125 (1957): 480-84.
Fritjof Capra, The Tao of Physics (Boulder, Colo.: Shambala Press, 1975).
Fritjof Capra, The Turning Point (New York: Simon and Schuster, 1982).
Stephen Hawking, A Brief History of Time (New York: Bantam Books, 1990).

第16章

Carl R. Rogers, “The Concept of the Fully Functioning Person,” Psychotherapy: Theory, Research, and Practice 1 (1963): 17-26.
E. L. Kelley and Donald W. Fiske, The Prediction of Performance in Clinical Psychology (Ann Arbor: University of Michigan Press, 1951).
Carl R. Rogers, “Persons or Science: A Philosophical Question,” American Psychologist 10 (1955): 267-78.

第17章

C. Rogers, Personal communication with H. J. Freiberg, 1984.
National Commission on Educational Excellence, A Nation at Risk: The Imperative of Educational Reform (Washington, D.C.: Government Printing Office, 1983).
H. J. Freiberg, “Understanding Resilience: Implications for Inner-city Schools and Their Near and Far Communities,” in Educational Resilience in Inner-city America: Challenges and Prospects, ed. M. Wang and E. Gordon (Hillsdale, N.J.: Erlbaum, 1994).
C. Rugley, “Schools Seek to Drop Costly Bureaucratic Burdens,” Houston Chronicle, 28 March 1993, p. Id.
Center on Organizing and Restructuring of Schools, “Estimating the Extent of School Restructuring,” Wisconsin Center for Educational Research, Brief no. 4 (Fall 1992): p. 4.
B. Levin, Personal communications about student interviews, 1993.
“Preston County Teachers' Institute Needs Assessment” (Preston County West Virginia, Summer 1992).
J. F. Kennedy, Comments made on the Twentieth Anniversary of the Voice of America (Health, Education, and Welfare Building Auditorium, 25 February 1962).
A. Perry, The Management of a City School (New York: Macmillan, 1914).
H. J. Freiberg, “Schools That Foster Resilience in Inner-city Youth,” Journal of Negro Education, yearbook edition, 62, no. 3 (1993): 364-376.
M. L. Smith, “Put to the Test: The Effects of External Testing on Teachers,” Educational Researcher 20, no. 5 (1991): 8-11.
Thanks to Professor Jerry Willis at the University of Houston for directing me to this topic.
R. Hall, Attaining Manufacturing Excellence (Homewood, Ill.: Dow Jones-Irwin, 1987).
A. Hernandez, Just-in-time Manufacturing: A Practical Approach (Englewood Cliffs, N.J.: Prentice-Hall, 1989).
M. Sepehri, Just-in-Time, Not Just in Japan (Falls Church, Vir.: The American Production and Inventory Control Society, 1986).
G. Galles. “Our Graduates Soon Purge What They Learned,” Houston Chronicle, 24 May 1993, p. 13a.
A. Toffler. Future Shock (New York: Random House, 1970).

第18章

M. Gandhi, Selected Writings. Cited in R. Arnett, Dialogic Education: Conversation about Ideas and between Persons (Carbondale: Southern Illinois University Press, 1992).
P Gordon and K. Bachofer, Restructuring: An Inside Look: The Evolution of the O'Farrell Community School: Center for Advanced Academic Studies (San Diego: San Diego Unified School District; Planning, Research, and Evaluation Division, 1990).
K. Bachofer and William Borton, Restructuring: A View From the Trenches: The Continuing Evolution of O'Farrell Community School: Center for Advanced Academic Studies (San Diego: San Diego Unified School District; Planning, Research, and Evaluation Division, 1992).
T. Wubbels, “Special Issue: Guest Editor's Notes,” Journal of Classroom Interaction 27, no. 1 (1992): v-38.
D. Berliner, “Are Our Schools Really Failing?: Twelve Years of Myths Debunked,” NJEA Review 66, no. 5 (1993): 12-19.
C. R. Rogers, Carl Rogers on Personal Power (New York: Delacorte Press, 1977).
P R. Fairfield, Person-centered Graduate Education. (Buffalo, N.Y.: Prometheus, 1977).
A. Dunn, “A Teacher Talks to the Standards Bearers,” Educational Leadership 50, no. 8 (1993): 78.