The question in a growing number of colleges is not what curricular changes ought to be made but what must be done to survive institutionally and individually. (Author)

Attempts to bridge the "gulf of mutual incomprehension" between natural science and the humanities and suggests that exploration of recurrent themata may provide some keys to mutual understanding. (Editor)

Highly specialized education is no longer relevant to the needs of our diversified society. A return to a broad, general education curriculum is needed. (HS)

The target of present-day curriculum revivalists is the curriculum that came into being in the late 1960s. The purpose of the reform is to restore a sense of a shared or common culture among undergraduates and thus among the leaders of American society. (MLW)

The current interest in relevance in education has encouraged many deletions in curriculum. The author declares that every subject is relevant to some person's life; therefore, there are no irrelevant subjects. (PG)

The designation of "liberal" as the educational path toward a person's cultural completeness has given way to use of that term in contexts implying freedom for personal exploration of all kinds. The primary functions of the liberal education institution have become sidetracked by consumerism. (MLW)

The United States Military Academy has made some evolutionary improvements in its curriculum: more student-teacher interaction, an outstanding lecture series and cultural program, art seminars with Manhattanville College, and a Fine Arts Forum. (PG)

The crisis in the humanities is linked to society's prevalent attitudes which assume that the humanities are extraneous to the real needs of society. The humanities can help in "developing a moral and imaginative framework for action." (MLW)

Traces American social advances and concludes that greater access to culture and education may in fact have results contrary to those intended. (Editor)