This book addresses issues relevant to the development of a coherent curriculum. A "coherent" curriculum is one whose parts are unified and connected by a sense of the whole. Following the foreword by Arthur W. Steller and the prologue by James A. Beane, the introduction (1) by James A. Beane raises a number of questions related to the search for…

In an effort to infuse professional and preprofessional academic programs with liberal arts learning, this project at the University of Baltimore (Maryland) resulted in the establishment of a required liberal arts core curriculum for upper division students. The project provided funding for three activities: interdisciplinary team teaching of the…

The 13 chapters of this book attempt to challenge assumptions about international education and urge comprehensive curricular changes involving integration of international and global education into all disciplines. Chapters are organized into three parts that address internationalization for the 21st century, multidisciplinary perspectives on…

This book offers detailed descriptions of different approaches to curriculum integration and applies them to elementary, middle, and high school settings. Eight chapters in the book include: (1) "What Is Integrated Curriculum and Why Is It Important?" which sets the current context, and, by applying the story model, concludes that…

This paper traces the development of disciplinarity in higher education, examines the arguments for and against interdisciplinarity, and identifies major issues in the development of interdisciplinary programs in general, particularly at community colleges. The following subjects are explored in detail: (1) relevant terminology, including…

Continued communication about environmental education (EE) issues is a goal of UNESCO. This document consists of the four issues of the UNESCO-UNEP Environmental Education Newsletter published in 1993. Each issue contains a lead story, followed by regular sections that report EE activities in participating countries and regions, new EE centers,…

Geography should be infused into existing elementary and secondary school curricula rather than added as another separate subject at various levels. That is the thrust of this monograph, which suggests ways to integrate relevant geographic knowledge, concepts, and skills into specific elementary and secondary subjects. The relationship between…

Instructors' knowledge of linguistics can affect the way they teach writing. For example, in traditional linguistics, O. Jespersen's important contribution is his descriptive rather than prescriptive study of English in a historical context. Writing teachers influenced by Jespersen will place students in writing situations where they do not rely…

A 4-year effort at Yale University School of Medicine to teach toxicology as an elective basic science from the standpoint of organ-specific toxic effects is described. The objective of the successful multidisciplinary program is to prepare physicians to understand, recognize, and manage adverse effects from drugs and other environmental…

Suggests that snow ecology be added to the high school curriculum and center around winter abiotic factors and biotic components, winter survival, case studies, winter research and arctic ecology. (LS)

Describes a science curriculum emphasizing outdoor education that was in existence at the Los Alamos Ranch School from 1918 until 1943. (LS)

The planning and development of interdisciplinary education for health associates at Johns Hopkins University are described by Malcolm L. Peterson. (Includes training of an interdisciplinary team of practitioners by an interdisciplinary team of teachers.) Walter O. Spitzer compares Canadian and U.S. experience in such interdisciplinary education…

Focuses on the area of mass communication as a common denominator in the integration of speech and journalism disciplines. (MH)

Thirteen multidisciplinary, student involving teaching techniques center on the environment and particularly the need for energy conservation, through concepts such as stewardship, scarcity, planning, valuing, survival, and interdependence. (DE)

The author examines the overuse of the structure of discipline in social studies curriculum. The utilization of a problem-solving methodology which deals with value-conflict issues is recommended as a substitute. The problem-solving process would cut across and utilize every subject area. (DE)