Views the spectrum of opinions on curriculum issues as ranging from advocacy of measurable, programed, teacher-prepared objectives to advocacy of a flexible, limited, pupil-oriented framework. Also discussed are structuring the learning environment, existentialism vs behaviorism, process vs product, and other issues. (BP)

Urges the mythic approach to literary criticism as a way to develop an organized, linear college English curriculum that will make literature relevant to students' experience. (AA)

It is recommended that more opportunities be afforded in the classroom for undergraduate students to study the area of art and sport. (MM)

A curriculum is a perspective: it gives view to human knowledge, values, and skills. It imposes discipline because it presumes to create a plan or a structure for seeking and recognizing and valuing experience. (Author/IRT)

LaGuardia Community College's Teaching, Application and Reinforcement (TAR) Program helps students develop the three thinking techniques, calculative, reflective, and analytical thinking, necessary for the mental agility that must be a part of the changing climate of the business world. (RK)

Steps in curriculum design for secondary home economics are outlined with reference to a conceptual framework applied to two home economics areas, so that the student will learn to integrate concepts from the various areas and be able to apply them to the whole field. (MF)

Recounts the history, purpose, and structure of "Journalism Educator," and describes changes in the journal as it becomes a refereed publication. (MS)

Argues for a cognitive-based curriculum which ensures that students participate fully in using writing as a mode of learning. Discusses Bloom's taxonomy of cognitive skills: (1) knowledge; (2) comprehension; (3) application; (4) synthesis; and (5) evaluation. (RAE)

Describes the use of microcomputers to develop a comprehensive K-12 science curriculum. Claims that the use of computer-assisted curriculum development reduces the cost of designing original curriculum. (JK)

Identified is the potential use of curriculum analysis for internal refinement of medical education programs. A scheme for analysis is also discussed as a frame which could be modified to suit the nature of the medical curriculum. (RH)

The theoretical background of Critical Legal Studies (CLS) is examined, CLS is advocated as part of a jurisprudence course, and some possibilities for content of such a course are discussed. (MSE)

Features a detailed description of a model program in community-agency counseling, with specific focus on curriculum organization for core and elective course work, internship placements, and related features. The impact of program accreditation in student employment opportunities and professional development is discussed. (Author/BL)

Physical education majors often question the value of dance as part of their degree program. This article discusses attitudes toward dance and its place in the curriculum and gives suggestions for teaching dance. (MT)

This article identifies three types of training--cognitive, psychomotor, and affective--and states that a training which ignores one of these types of training may be deficient. The author cites an unfortunate parachuting program that neglected to include psychomotor skills. (JB)