Discussion of the Victorian outlook on life with emphasis on the works of Browning, Tennyson and George Eliot. The author suggests that these authors attempted to "reconstruct christianity and to find a "firm basis for social progress and personal fulfillment. (Author/AP)

Special Issue

Uses of microcomputers in higher education are discussed, including their general use in the liberal arts and simulations in the humanities. Examples of and issues related to requiring students to purchase microcomputers are also discussed; one study indicates that it may be wrong to require all students to make such purchases. (JN)

Proposes that a humanities perspective is one of three distinct themes of a professional education (along with theory and practice). The importance of the humanities perspective is such that the present sequenced pattern should be reconsidered and more attention given to the integration of the three themes throughout training. (JOW)

Examines the prospects for the humanities within the bureaucratic structure which determines resource allocations. Suggests that higher education be viewed as big business to help clarify ways in which change, policy, and individuals interact within complex settings. Concludes that leadership is needed to sustain the role of the humanities within…

Applies a recently suggested method for the automatic indexing of full text to extracts from the Brown Corpus and finds that scientific and technical extracts give rise to a larger number of index terms than social science and humanities extracts. Four tables and an 8-item reference list accompany the text. (Author/JL)

Reviews the development of secondary information services in the arts and humanities, discusses the services currently provided and the usage levels for those services, outlines some of the problems associated with online databases in the humanities, and considers some probable future developments. A 5-item reference list is included. (JL)

Quotations from a variety of literature are used to illustrate the perspective that English instruction, as part of the humanities curriculum, has an essential place in the college curriculum and is indeed relevant to modern higher education. (MSE)

Describes how arts and humanities programs have been integrated into related or allied arts curricula in elementary and secondary schools. Ways to approach the learning and teaching of related arts are discussed. These include analogous concepts, common themes, historical eras, and art works that are combinations of different art forms. (AM)

Presents case in favor of the teaching of foreign languages at all educational levels based on humanistic concerns. Calls for creation of language-centered liberal arts program to be installed in schools and colleges. (BK)

Argues that the issue of literacy goes beyond the acquisition of basic skills and examines the principles of classical humanism as a source for a definition of literacy. Proposes emphases on cultural literacy, social and moral questions, and genuine community as components of humanistic education. (DMM)

Concludes that the humanities cannot be reduced to the teaching of specific, depersonalized skills (such as editing) and that they must maintain the link between reading and writing. (AEA)

Analysis reveals that as the profession of counseling has increasingly been defined by the solitary practice of counsleing, it has narrowed its vision and mission. Examples from the social and behavioral sciences demonstrating how their contributions could strengthen the profession and practice of counseling are presented. (Author)

Relates personal experiences about what constitutes the "real world." Shows how experiences from philosophy, history, literature, art, and the movies add meaning to "reality." Stresses a compromise of imagination and sensation to make the real world palatable. (RL)

A definition of the humanities is provided: centrality of concern on human beings, attention to the individual rather than the group, awareness of the ways in which we know, concern for moral values, the obligation to carry knowledge beyond description, and capacity to communicate. (MLW)