Postmodernism and the Education of the Whole Person

In some recent discussions the implications of postmodernism for education have been wrongly conceived. An alternative approach is offered and this is used as a means for challenging any grand design in the provision of schooling and in the conception of education. Through this, ideas of the whole person implicit in much educational theory and practice (including personal and social education) are questioned. With some reference to the work of Stanley Cavell an attempt is made to show the sort of thinking which might inform education, avoiding both the relativistic and complacent excesses of postmodernism and the explicit systematic planning of the grand design.     

The Relationship between Supervisory Behaviors and Perceived Supervisor Expertness,Attractiveness, or Trustworthiness

This study examined relationships between (a) various supervisor behaviors and (b) trainee perceptions of supervisor expertness, attractiveness, and trustworthiness. Results are presented and future research discussed.     

Effects of Supervisor Style on the Learning of Empathy in a Supervision Analogue

Effects of supervisor style (techniques-oriented, counseling-oriented, and placebo-oriented) and the presupervision conditions of audio modeling versus no modeling were examined in a supervision analogue. Six groups of 18 trainees heard three sets of recorded client statements and responded as counselors. Supervised groups had two 15-minute conferences with supervisors between sets 1 and 2 and between sets 2 and 3. Control groups received no supervision. Among supervised groups only those trainees receiving the techniques-oriented supervision showed significant improvement in rated level of empathy. Significant learning effects from the presupervision use of audio modeling were also found.