Bimonthly Supplement to Ind Arts Vocat Educ; v58 n9 Nov 1969

Stresses the importance of clarity and specificity of behavioral outcomes in the formulation of educational objectives. Suggests that curriculum development is more of an art than a science. (GC)

Indicates that if adult education is to serve a wider public, providers must move beyond the traditional subjects to a curriculum relevant to the problems of adult life. (JOW)

Relevant literature is brought to bear on predictions of future societal conditions and educational needs. (MJL)

Discusses how religious studies can be integrated into various approaches to curriculum design. The author examines ways that religious studies can be included in knowledge-based, skills-based, and culture-based curricula. (AM)

Herman T. Epstein's hypothesis that the brain grows in five stages contradicts the conventional theory that growth is constant until approximately age 18. Epstein argues that the curriculum should be adapted to students' cognitive skills and that special attention should be given to the plateau stages in brain development. (WD)

A university dance program conducted at the University of Wisconsin--Madison, the 1978 residency of the Alwin Nikolais Company, is described. Collaboration between the company and university personnel is described in the areas of: (1) creating a working environment; (2) participating in residency events; and (3) fulfilling expectations. (CJ)

Describes special program at the University of Denver funded by the National Endowment for the Humanities to design and offer intensive interdisciplinary courses on cultures separated from our own by time and/or space. (Author/BK)

Paul H. Hirst's book "Knowledge and the Curriculum" is reviewed as well as his theories about the distinct forms of cognitive knowledge and how that knowledge relates to curriculum planning and teaching. Author response is included. (DS)

Eleven steps to follow in establishing an appropriate and feasible program for parents of gifted children are offered, and a model course for parents of the gifted is outlined. (SBH)

A study was conducted to determine how school personnel responsible for scheduling approach their tasks, and then to study the schedules (f=fiche number). (MH)

Traces the three-stage development of the general education curriculum in colleges and universities since 1914. Examines history instruction's role within general education at each stage and presents various proposals for revitalizing general education and history. (CAM)

Three epistemological domains for history are discussed: the present concrete world, chronological ordering, and ideas. The nature of the epistemic network is emphasized through the formula history presupposes as a recognition of the contemporaneity of the past and the historicity of the present. (Author/DS)

Despite the lean times on which the study of traditional and contemporary literature has fallen, it not only will survive but at some future date it will again flourish. (Author/JM)

Discusses various aspects of a human development curriculum: constructing a conceptual framework; using the framework to build a teaching strategy; and learning experiences related to human development (reciprocity in relationships, family and community development, impact of technology, and effects of roles on personal identity). (CT)