At the end of a unit on primitive man and ancient civilizations, student projects were displayed in a museum'' with charts, diagrams, and student guides. (SP)

Describes a high school Humanities program for the study of Man's dilemmas, demonstrated in current problems of alienation, and reflected in literature, art, music, and drama. (Author/GB)

Paper presented on December 28, 1971, as part of the American Classical League Institute held in Cincinnati, Ohio, in conjunction with the Annual Meeting of the American Philological Association. (DS)

Describes the antiscientific movement and the university's roles in meeting this challenge. Presents segments from his book, Modern Physics and Antiphysics," which strives to find a common ground between the humanist and the scientist where both will benefit. Discusses modern physics' relationship to human problems and how scientific reasoning…

An essay analyzing the conceptual and structural relationships between these two disciplines. (SE)

Author discusses performance contracting in terms of accountability, individualized teaching, extrinsic rewards, testing, and the corruption of both language and the process of education." (Author/SP)

The article describes a Humanities program in a Massachusetts Junior High School. (MF)

The author presents a two-fold design for liberal learning. Of foremost importance is the ethical quality of deliberate design. Secondly, the design of liberal learning should give students strength, finesse, and imaginative courage in purpose. (Author/AF)

Music, language and mathematics form the basis of existence. Keeping this in mind, teaching methods and philosophy can benefit by using this trio as guidelines for instruction. (Author/MF)

Calls for a social studies program aimed at the current social agenda and a unified humanities program aimed at helping each student in his personal becoming. (Author/JF)

Suggestions are given on developing a humanities course for high school students. (SP)

Paper delivered at the ADFL Summer Seminar for Chairmen, June 21-25, 1971 at Middlebury College, Middlebury, Vermont. (DS)

Argues that the purpose of humanities courses ought to be not to make us feel good about ourselves, but to make us aware of ourselves." (Author/RD)

Concerned with narrowing the gap between science and the humanities, the author examines briefly the nature of science and literature, and suggests several areas in which the science teacher and the literature may fruitfully work together. (LC)