Three conferences on educational innovation raised basic questions concerning goals and values for junior college students. Speakers addressed each of the conferences on problems encountered in their respective areas of humanities, social sciences, and physical sciences. The addresses are presented, along with recommendations made by the…

The author attempts to delineate the three critical parameters which he feels must be considered in examining the role of general education science in an open society--students, instructors, and an holistic curricula. One other element considered to be of particular importance to such a teaching experience was style. The author briefly considers…

With assumptions in mind that the environment has emerged as a legitimate concern of our nation's schools, and that environmental education is interdisciplinary, the Maryland State Department of Education held a meeting for representatives from various parts of the country concerning the possibility of connecting education and the environment.…

The 1970/71 work of the Schools Council (a body with a majority of teacher members which conducts research and development on curricula, teaching methods, and examinations in English and Welsh schools) is summarized under the headings of Curriculum Development, Examinations, Research, Publishing Activities, and Financing the Council. Summaries of…

Suggests ways to use eight literary works in social studies teaching. Works include Sophocles'"Antigone," Shikibu's "The Tale of Genji," Austen's "Pride and Prejudice," Tolstoy's "War and Peace," Camus'"The Stranger," and Ellison's "The Invisible Man." Analyzes each work's theme, content, and style; relationship to social studies issues; and…

Interprets the humanities as a rich and essential resource for understanding and making human choices in the real late twentieth century world. (MSE)

While most administrators and faculty would support the idea of developing aesthetic education in the college curriculum, few feel any urgency about it. Each institution should examine its mission statement and develop a comprehensive philosophy about the place of the arts in its curriculum. (MSE)

Author attempts to describe and clarify some of the components of the humanistic school. (Author)

Proposes shift in goal of humanities from one that attempts to develop rounded individuals to one that makes studies relevant to student's career, helps him recognize his potential for self-realization, and prepares him to live the fullest life within existing possibilities. (WM)

Lecture delivered at the November 2, 1968 meeting of the Association of Independent Maryland Schools.

In spite of criticism and public opinion, the liberal arts are practical and still the important core of curriculums. Many work skills developed and nurtured by the humanities are discussed as necessary for occupational success. The revival of the humanities is shown to depend on liberal arts educators. (Author/CM)

In a response to Burke's analysis of the liberal arts curriculum, the integration of the dialectical and rhetorical concepts of liberal education is advocated. One suggestion is to incorporate interdisciplinary colloquia into liberal arts curricula. (MLW)

Provides a viewpoint regarding the failure in engineering education to realize the most fundamental goals of liberal studies. These authors develop the theme of "transcendental engineering," a conception that bridges the gap between theoretical disciplines of the liberal arts college and practical studies of the engineering schools. (CS)

Notes the decline of humanities curricula due to the association of humanities instruction with transfer education. Outlines five corrective measures related to the utilization of interdisciplinary courses, increased liaison between humanities and community services staff, utilization of nontraditional instructional techniques, and the development…