In Dispraise of Existential Humanism in Educational Administration

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Abstract
Conceptions of "humanism" and "freedom," it is argued, evolve within the value matrix of an indigenous culture and, therefore, each society fashions its own definitions of them as well as its own institutional sanctions for their enforcement. This constitutes the major premise of a "response" to Professor Harry J. Hartley's chapter, "Humanistic Existentialism and the School Administrator," in Toward Improved Urban Education.

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