A series of articles and essay reviews are represented on issues of concern in humanities education. First, Benjamin DeMott's "A Moral Argument for the Humanities" asserts that humanities instruction should stress certain moral questions, such as the connection of moral life with civilization, individual responsibility, and institutions. Next, "Critical Skills: The Humanities as an Enabling Curriculum," by James A. Schulz, argues that humanities education provides critical skills that permit students to advance in other academic and technical areas. J. Anthony Blair's "Teaching Argument in Critical Thinking" assesses the role of critical thinking courses with particular reference to their place in teaching students claim analysis, argument analysis, and argument construction. Next, "Greece and Rome: Outdate or Update?" by Mark Morford supports the study of ancient Greece and Rome in the information age. "The Case for Nursing Ethics," by Tziporah Kasachkoff, advocates courses which illuminate problematic issues in health care and questions of moral responsibility as part of the nursing curriculum. "The Place of Literature in the Curriculum: 1984 and After," by Charles Moran; "Education in America: Changing Times and New Beginnings," by Myron Marty; and "College Teaching and the Question of Commitment," by Robert Lawrence review recent monographs. Finally, Susan Resneck Parr highlights new National Endowment for the Humanities programs. (HB)