In order to permit a wider degree of flexibility and choice in the curriculum, to enable students to engage in interdepartmental training, to encourage reading and discussion of primary texts that have thematic and personal relevance to students, and to encourage broad, generalized inquiry at a time when specialization is dominant, this proposal…

In an effort to determine the humanities and general education courses required and their relevance in occupational curricula, a 4-page questionnaire was mailed to the president of every 2-year college identified by the American Association of Junior Colleges. Responses from 336 colleges indicated that occupational programs are lengthened with the…

Presented is an annotated bibliography of selected books published from 1972-75 and articles appearing from July 1974 to July 1975 with topics focusing on the interrelationship of humankind, the environment, science, and technology. For students and teachers in the natural and social sciences at both secondary and college levels, the listings are…

The five approaches to death education are the philosophical, sociological, psychological, medical-legal, and health education. (JD)

Faculty development is seen as both human and organizational development. Underlying issues are discussed, and it is suggested that, properly conceived, faculty development can embody the necessary new techniques within traditional humanistic intentions if reformulated in light of new and changing conditions for colleges. (LBH)

The role of Research Triangle Institute in North Carolina, described as the nation's largest and perhaps most prestigious research facility, is discussed. Activities in economic, scientific, sociological, and intellectual research are reviewed, along with the scholarly ambiance of the area and the impact of the new National Humanities Center to…

Describes the rationale and course outlines for two college-level courses which integrate scientific and humanistic thought. Available from: Division of Social Sciences, Emporia State University, Emporia, Kansas 66801. (Author/AV)

Shows how poetry can be used to bridge the gap between social studies and the humanities. Demonstrates that poems about Japan can provide a more comprehensive understanding of Japanese history, culture, and psychology than could the objective truths provided by social studies in that area. Includes a lesson outline and several poems. (AEM)

Reviews and discusses objectives of the humanities and social science (HSS) component in undergraduate engineering programs, examining variations in HSS requirements among engineering disciplines. Also suggests some innovative approaches intended to resolve the conflict between the objectives and the current reality in engineering curricula. (JN)

Proposes a continuum of lines of inquiry applicable to many of the human sciences. Illustrates the continuum by discussing the approaches of Sigmund Freud, Max Weber, and Emile Durkheim. Suggests uses of the continuum as an aid to invention and as a method of analysis. (RAE)

A group of faculty, scholars, and publishers were the first of several advisory panels to be convened to examine critically the role and direction of the humanities in the United States. (MSE)

Criticizes the 1987 National Endowment for the Humanities report for blaming "vocationalism" for declining humanities enrollments in colleges. Unlike other disciplines, humanities leaders seem unwilling to seek clients or to engage in self-examination. What's needed is a renaissance of educational populism, or a repackaging of the…

The American concept of religion as privileged and private acknowledges that religion can be culturally significant but suppresses informed public discourse about it. The issue of religion polarizes American education, and its study is skewed at all levels of learning. Religion should be taught as a subject, not a method. (MSE)

Provides reflections on the meaning of excellence in art education. Identifies four propositions that distinguish excellence in art education. (JDH)

Maintains that junior college humanities courses must incorporate a global perspective and that the history of Western Civilization be taught within the framework of world history. Presents goals and methods for a world civilizations course. (JDH)