ABSTRACT
Humanistic education and values education have often been considered antagonistic to each other. Humanistic education stresses personal growth, ‘Freedom to Learn’ (Rogers 1983), self-actualization (Maslow 1954); it focuses on the individual whose growth and development, needs and aspirations are considered paramount in all educational processes. Values education, on the other hand, emphasizes involvement with others-individuals, communities, societycommitment and social action. One of the major challenges in modern educational thought and practice is building bridges connecting self and others, the individual and society, freedom and commitment. This chapter will be devoted to the feasibility of such an integrative approach, of anchoring values education in the philosophy of personal freedom and autonomy, of rejecting the view of the inherent antagonism in favour of seeing the two ‘opposites’ as complementing each other. Let me state at this point that I regard education that is not guided by these principles as barren and dysfunctional-to the individual as well as to society. On the threshold of the new millennium, integration of personal freedom and societal commitment is probably more valid than ever before.
