This guide is intended to be used primarily in schools implementing the CUE (culture, understandings, and enrichment) program--a multi-media approach to education which helps teachers integrate the arts and humanities. Included in the guide are discussions of the CUE system's rationale, benefits, and costs; the value of the arts in education; the…

These six speeches are concerned with the nature and scope of the humanities, especially with art, music, literature, and history. Speeches are by (1) Harold Taylor, who recommends the education of children in the arts by artists as one of the best ways to encourage the spirit of the humanities in the schools; (2) George Matthews, who discusses…

From Socrates' time on, liberal arts education has been understood to produce a general learned competence that allows a student to be both a better human being and a better citizen. The breadth of this liberal arts curriculum stands in contrast to the much narrower vocational curriculum. More recently, the humanities have been caught in a…

This teacher's guide outlines Idaho's K-12 achievement standards in the humanities. The guide first presents a glossary of relevant humanities terms, such as aesthetics, genre, and culture/cultures. The standards are divided into 16 parts: (1) "858 Interdisciplinary Humanities Kindergarten through Grade 3"; (2) "866 Visual and…

The reflections of worker-students at United Auto Workers Local 686 who participated in the humanities curriculum for adults developed at State University of New York College in Buffalo are presented. Most of the workers said they would never again be satisfied with their lives, especially their worklives. (Author/MLW)

Asserts that humanities computing techniques and methodologies remain marginal to mainstream literary scholarship. Argues for large scale analyses of text databases that would incorporate a shift in theoretical orientation to include greater stress on intertextuality and sign theory. (CFR)

Many students have been taught to analyze, to memorize, and perhaps to synthesize, but few have been encouraged to be creative--a necessity for being truly satisfied, successful, and happy with one's life. To develop creativity, education should focus on an updated version of the 3 R's: Rationale, Reason, and Resourcefulness. Rationale involves…

In March 1984, the first issue of "Esprit," a semi-annual humanities magazine for the 56 two-year colleges in New York State, was published. The magazine seeks to confront the apparent decline of student interest in the humanities, community doubts about the relevance of the humanities, and the seeming indifference to the special truths…

Defines theatre as an art whose subject is mankind and emphasizes that this concept is dependent on time and place. (MH)

Author discussed some ways in which the Federal government has moved in the past and may move in the future to meet some of the needs of humanities researchers, unfamiliar with computer hardware and its uses. (Author/RK)

Reports an investigation which sought to ascertain whether a consensus existed as to the domain of knowledge included in Social Biology and whether this differed in content and approach from courses entitled Human Biology. Evidence suggested there are important significant differences both in content and approach. (EB)

Congruence between content and educational methodology requires an experiential, inductive approach by teachers of the arts and humanities, based on the thesis that only through experience can one form a true impression of an art. (JH)

Examines the role of the computer in present and future scholarship in the humanities. (RB)

Examines the movement which criticizes the tenets of Lin Piao and Confucius in order to develop a program of educational change. (JR)

Describes the programs of the National Endowment for the Humanities, with emphasis on those fellowship, instructional, planning, and program support grants for which two-year colleges are encouraged to apply.