Describes the development of humanities electives for occupational programs at Bristol Community College. Discusses course objectives, funding sources, the team-taught interdisciplinary approach, and benefits for students and teachers, e.g., increasing the relevance of literary works, offering a broad approach to the humanities, and promoting…

Suggests stressing the humanistic dimensions of science as a way to bridge the gap between sciences and the humanities. Provides a rationale for focusing on the humanistic side of science and briefly describes a freshman seminar at Macalester College (St. Paul, Minn.) conducted by science, social science, and humanities faculty. (JN)

Discusses the general education role assigned by many institutions to foreign language departments and the difficulties that these have encountered in adjusting their course offerings and their goals to such role. Expresses the belief that the foreign language classroom is the ideal environment to teach the value of language as a heuristic device.…

Pedagogical strategies for college humanities courses in prison are discussed and patterns of failure and of success are outlined. The pattern of failure ignores the difference between on-campus and incarcerated audiences, while the successful pattern blends hard learning with exposure to university-related cultural activities. (Author/MLW)

In a response to Burke's analysis of the liberal arts curriculum, the integration of the dialectical and rhetorical concepts of liberal education is advocated. One suggestion is to incorporate interdisciplinary colloquia into liberal arts curricula. (MLW)

Describes interdisciplinary English programs in the following areas: reading, study, and communication skills; career exploration; humanities instruction; and social concerns. A bibliography is included. (DF)

Provides a viewpoint regarding the failure in engineering education to realize the most fundamental goals of liberal studies. These authors develop the theme of "transcendental engineering," a conception that bridges the gap between theoretical disciplines of the liberal arts college and practical studies of the engineering schools. (CS)

Discusses the changing role of history of science courses at Cornell University. The course has served as a link between the humanities and sciences and as an integral part of area studies programs. Suggests that history of science courses in the social sciences and in the undergraduate history major's program are needed. (KC)

Notes the decline of humanities curricula due to the association of humanities instruction with transfer education. Outlines five corrective measures related to the utilization of interdisciplinary courses, increased liaison between humanities and community services staff, utilization of nontraditional instructional techniques, and the development…

Discusses the attitudinal and fiscal barriers community colleges encounter as they introduce arts and humanities programs and considers the role of community college consortia in overcoming these barriers. Outlines five principles for consortium development and considers consortium-sponsored activities which can involve the public, along with…

Interdisciplinary and intercultural aspects of Black studies programs are discussed. Implications of the educational relevance of Black studies are analyzed with respect to the concept of a Third World perspective. (MC)

Achievements of 9, 13, and 17-year-old students are assessed in ten learning areas. Categories include basic skills (reading, writing, and mathematics), general subject matter (social studies, citizenship, science, and career development), and humanities and fine arts (literature, art, and music). (Author/DB)

Believing that biological evolution has been scientifically established and that creationism is purely a religious view, over 70 professional teachers and researchers ask educators and textbook manufacturers to oppose inclusion of creationist views in school curricula. Available from: The Humanist, 923 Kensington Ave., Buffalo, N.Y. 14215. (AV)

In 1973, the founding administrator of a Long Island high school proposed adoption of a student advisory system, team teaching in the humanities, and no academic department chairs. Convinced that having chairs diminished teachers' stature, this principal successfully encouraged teachers to work together to develop curriculum, prepare budgets, hire…

Examines science in the 19th century British curriculum against counter arguments from the humanities and moral education proponents. Concludes that current curriculum development in science is a continuing response to the challenges of the past commentary against it. (KDR)