In this book, twenty-two contributors offer their individual perspectives on teaching the humanities and social sciences to non-majors in secondary and higher education. Rather than a coherent discussion of classic curricular problems, the book offers a collection of pieces of evidence about what teachers chose to when they had a free hand to create their own courses. All the courses described were experimental, and are being constantly revised or replaced. The accounts of these courses reveal the basic values of the contributors, and describe how these values found educational expression. Contributors were not selected in order to present some particular fashion in teaching: they were people known to be exploring approaches to the study of society with non-specialists, who were willing to describe, and discuss their work. Some common concerns emerge from these individual highly variable approaches and ideas: the effort to reinterpret contemporary culture and to define a general education for the society as a whole; end-products vs. processes; relevance; and, the interrelationships between disciplines. Among the experiments described are: 1) the humanities program at San Francisco State College; 2) social studies at Swakeleys Secondary School; 3) World War I as a general studies course; and 4) studying society in the sixth form at Warford Grammar School. (Author/JLB)