Traces the anti-intellectual tendency of American religious revivals throughout our history and suggests that educators note the effects of the present surge on the goals and processes of schooling. (Editor)

Author contends that teachers need to teach for the present rather than for the future. Teachers should relate to their students as human beings, to put humaneness first in schools and to emphasize the nonintellectual areas of human development. (Editor)

Maintains that anti-intellectualism threatens intellectual freedom when thinking is regarded only as an activity that experts and specialists do and when judgments of value are not regarded as central to library work. Intellectuals are seen as making discriminating judgments while anti-intellectuals discriminate against them. Six references are…

The author decries the tactics of one-issue pressure groups seeking to censor sex education and other educational activities. He sees these groups as an anti-intellectual force attacking the free exchange of ideas, which is the major purpose and function of schools in a democracy. (SJL)

Examines the popular portrayal of intellectual expertise through a content analysis of 200 of the 10 top-rated popular US television talk shows. Shows that experts in this sample were typically brought on late in the program, allotted little speaking time, placed among non-experts, frequently interrupted, and sometimes challenged. Indicates that…

Educators must abandon the notion that intellectual excellence is somehow undemocratic and runs counter to practicality, emotion, and character development. Respecting intellectual differences does not require classifying students in stultifying categories or demeaning them with inappropriate judgments. Educational progress varies from child to…

Analysis of the forces behind the current lowering of academic standards in the universities. (SP)

A rejoinder to Professor Wimsatt's essay (TE 202 166). (MB)

Presents the results of a survey on student attitudes that the author's research firm carried out. (Editor)

This paper discusses anti-intellectualism in the United States from a rural viewpoint, defines "ideology," and questions whether the psychology of gifted education is an ideology. Fear and loathing of intellectuals are identified with the working class, a view that distorts the role of intellectuals. A rural view of anti-intellectualism…

Much of the present student ferment in France is a new manifestation of phenomena familiar since the end of the nineteenth century. A key element is student anomie." (Author/SE)

The Harvard University of the 1950's is described in terms of the requirements of the good" university of the future. Learning, academic freedom, excellence, participation in the life of the academic community, and respect for the dignity and humanity of all its members are seen as vital. (SE)

A high school student discusses symptoms of Americans' lack of interest in pursuing their dreams. The American dream has been replaced for many by the need for financial security. The decline of the American dream is reflected in our political leadership and in the decline in importance of intellectual pursuits. (RM)

Discusses disparities between fundamental protestant Christianity and intellectualism in North America and identifies reasons why secular humanism has failed to bridge the gap between the two philosophies. Concludes that humanists need to develop a critical theory of society with a program of social praxis. Available from: The Humanist, 923…