Leo Strauss' views concerning the way to teach political philosophy are discussed. The essay begins with a summary of Strauss' general conception of classical political philosophy. The remainder of the essay discusses the content of Strauss' book "What is Political Philosophy?" (RM)

Hegel's teaching is often omitted or considered summarily in political philosophy courses. In order to reduce these difficulties, an introductory discussion of Hegel's political thought in the context of a dialogue is presented. (RM)

Discusses using popular detective and espionage fiction in courses related to area politics, international relations, political terrorism, socialization, and bureaucratic politics. Suggests several novels and ways in which they may be integrated into courses. (KC)

Suggests that college students in political science courses dealing with international law will learn more about the subject if the teacher stresses issues and student participation. (DB)

Since the end of the Vietnam War there has been a flood of new historical information vastly revising much of what anyone--left, right, or center--knew. Teachers must take this into account when teaching about Vietnam. All major competing perceptions of the Vietnam war should be analyzed objectively. (RM)

Discusses three major problems within the field of political science in Mexico: the dearth of classes offered, lack of consensus on the content of courses, and the very limited role of political theory. Provides charts and statistics on the state of political science in the country. (RW)

Describes a college course designed to explicate the political dimensions of biomedical issues now emerging in American society. The course combines a rigorous overview of the technologies and the accompanying value changes which are producing these issues with a discussion of the problems being raised. (RM)

Peculiar problems and opportunities that arise in teaching about the Vietnam War to a generation that has little historical memory of the events and virtually no emotional investment in the issues are discussed. (RM)

Maintains that a course in U.S. political thought is necessary to increase students' knowledge of democracy, liberty, and human rights. Provides course goals, structure, and useful texts. Suggests a topical format rather than a chronological approach. Focuses on judicial opinions as an important indicator of traditional values. (RW)