Traces the three-stage development of the general education curriculum in colleges and universities since 1914. Examines history instruction's role within general education at each stage and presents various proposals for revitalizing general education and history. (CAM)

Three epistemological domains for history are discussed: the present concrete world, chronological ordering, and ideas. The nature of the epistemic network is emphasized through the formula history presupposes as a recognition of the contemporaneity of the past and the historicity of the present. (Author/DS)

Despite the lean times on which the study of traditional and contemporary literature has fallen, it not only will survive but at some future date it will again flourish. (Author/JM)

Discusses various aspects of a human development curriculum: constructing a conceptual framework; using the framework to build a teaching strategy; and learning experiences related to human development (reciprocity in relationships, family and community development, impact of technology, and effects of roles on personal identity). (CT)

Suggests that six target areas in the teaching of theory and musicianship need more attention and emphasis: listening, analysis, music reading, creativity, music writing, and keyboard harmony. Discusses content and sequence in music theory and presents two sample applications. (SJL)

Presented are the curricular guidelines for Neuroanatomy developed by the Section on Anatomical Sciences of the American Association of Dental Schools for use by individual educational institutions as curriculum development aids. Included are recommendations for primary educational goals, prerequisites, scope, content, behavioral objectives,…

Describes a curriculum-based approach to humane education and addresses the role of humane education in the school curriculum as well as the relationship's of education to other facets of animal welfare work. (Author/DS)

Illustrates the curriculum approach to teaching critical thinking to fifth grade students. Suggests that the use of critical thinking within the structure of the curriculum makes it an integral part of the learning experience of the student. (FL)

Suggests a common format for analyzing and evaluating learning systems which takes into account costs, skill requirements and sequence, instructional techniques and requirements, motivational factors, and evaluation. (RAO)

The model set forth in this article makes it possible to describe and judge an educational program (specifically, nursing) on the basis of data obtained through a specified inquiry process. It provides a systematic method for organizing various types of data and allows the examination of relationships among those data. (CT)

Discusses the type of fragmentation taking place in the curriculum, examines some of the forces causing it, and considers the educational effects. (Author/MLF)

Overall issues examined include weekly lesson assignment sheets, aids to learning, levels of abstraction, and grading. The modification of existing curriculum is treated in terms of class structure and content. Changing the existing curriculum is discussed in terms of class structure, curriculum content, task hierarchies, and socialization. (DLS)

The authors respond to their colleagues' critiques of a self-control curriculum for students with learning or emotional disorders. (SBH)

The results are presented of a survey of engineering schools to determine the extent and methodology of incorporating product liability information into the curriculum. (BB)

Outlines the values and merits of interdisciplinary instruction. (Author/RK)