Discusses current trends in engineering technology education to illustrate its implications for liberal education. Indicates that the study of technology will play important roles in man's adaption to his contemporary world. (CC)

Discusses current trends in engineering education and practice. Indicates that present curricula lay a satisfactory foundation for professional activities demanded by society. (CC)

Suggest inclusion of social sciences courses in engineering curricula to provide technically trained persons with requisite skills in public service. (CC)

Discusses the use of interdisciplary courses for the integration of art education and the how and why of such usage. Also presents teacher opinions on this approach to learning. (RK)

Presents a series of value statements for use as the applied humanities'' stem of the professional curriculum, and suggests four relevant curriculum items for helping professional-oriented students recognize the societal nature of professional problems. (For Part Two of this article, see SE 509 329, volume 63 number 8, pages 599-602, May, 1973.)…

Suggests a guideline to the four-year applied humanities course for professional schools. Concludes that the ability of assessing and predicting the professional decision consequences is the end product which can be obtained by institutionalizing the change mechanism in normal educational programs. (For Part One of this article, see SE 509 318,…

Describes the importance of research programs and their implementation problems when students' complete education and well-being are considered as the primary concern in this educational system. (CC)

Sophomore, junior and senior high-school students studied the city of the future through science fiction, films, architectural slides, lectures, discussions. Then, with clay, junk and classroom flotsam", teams were set to build model future cities. Result: total and disturbing behavior change leading to understanding of need for the humanities.…

Western civilization could learn from the maturity of culture and society in Asia, where political, economic, and population problems have not affected the refinements of arts, literature, and philosophy. (WM)

Examines the assumptions underlying mastery learning to identify contradictions between these assumptions and the pedagogy of humanistic education. Finds no such contradiction. Suggests reasons for humanities instructors' opposition or indifference to mastery learning. Reviews the strategies used in the City Colleges of Chicago's faculty…

Students in the best universities do not believe in anything, and those universities are doing nothing about it. The great questions--God, freedom, and immortality--hardly touch the young. The universities have no vision, no view of what a human being must know in order to be considered educated. (MLW)

Describes Ithaca College's project incorporating basic skills development in traditional liberal arts courses. Explains the techniques used to develop skills in reading and studying, writing, speaking and listening, and language and reasoning in courses from nine disciplines. (DMM)

Describes the Nigerian educational system. Answers critiques of the liberal arts legacy of the colonial period by pointing out the contributions of the tradition. Advocates a balanced educational curriculum integrating science and technical education with a wide range of humanistic disciplines that address traditional and contemporary issues. (DMM)