An open letter by the President of the National Council of Teachers of English; appears also in College English," vol. 32, no. 2 (November 1970), pp. 237-38, and in Elementary English," vol. 47, no. 7 (November 1970), pp. 914-16. (RD)

An open letter by the President of the National Council of Teachers of English. (SW)

Looks at some of the key organizations and activities in the effort to revitalize the humanities at American community colleges. Reviews major projects undertaken by the American Association of Community and Junior Colleges with National Endowment for the Humanities support and their success in increasing awareness of the humanities. (AYC)

Refutes O'Connor's argument for replacing humanities education with an emphasis on science and mathematics (see "Two Concepts of Education," p. 137, this issue). Concludes that the humanities deserve as serious a place in popular education as the sciences; both emphases form society and its purposes. (Author/KC)

Despite the amount of work done in evaluation in the humanities, there has not been enough clarification of the kind of knowledge or experience that the humanities can yield. More of this clarification must be done before developing even more new evaluation techniques. (MSE)

If science is emphasized as an example of human creativity, initial lack of student interest in science can be overcome. Numerous examples from history and art can be used in teaching science, an important step in reducing ignorance and apathy. (MSE)

The target of present-day curriculum revivalists is the curriculum that came into being in the late 1960s. The purpose of the reform is to restore a sense of a shared or common culture among undergraduates and thus among the leaders of American society. (MLW)

Discusses an American Association of Community and Junior Colleges/National Endowment for the Humanities (NEH) project, "Strengthening Humanities in Occupational Curricula." Reviews conference workshops, which presented model humanities education programs for occupational students and discussed methods for improving humanities…

Traces the magnitude of the turn away from the liberal arts in American community colleges and suggests ways that faculty members in literature and the humanities might accommodate themselves to this change. (HOD)

Argues that a paradox exists in humanities departments when such departments, which are the custodians and beneficiaries of literacy, fail to concern themselves with reading, writing, and pedagogy. (DF)

The author proposes the development of a social sciences/humanities curriculum which addresses the special concerns of gifted high school students and suggests that the curriculum incorporate such elements as values clarification and reflection (based on students' own personal experiences). (PHR)

Reports on a four-year-old, team-taught secondary interdisciplinary program that combined English, social studies, biology, and geometry. The course was organized into three phases: (1) the "Paper Chase," teaching learning skills; (2) "Welcome to the Monkey House," which addressed fundamental human issues; and (3) "Phase Out," or personal…

Argues that graduate education in rhetoric may become the central core of study in speech communication in the 1980s and may assume added significance in the humanities and social sciences. The reconceptualization of rhetoric as an architectonic and productive art will require a restructured graduate curriculum. (JMF)

Provides general guidelines for shaping a course devoted to the interaction of sciences and humanities, especially for the engineering student. (MLH)