Reminds us that the concept of World Literature as literary study contributing to the humanistic goal of universal tolerance was first expressed by Goethe, and indicates several ways of teaching German literature with that goal in mind. (Editor)

Explains some of the problems of teaching non-Western literature in a substantially Western educational curriculum, but indicates how it might be done nevertheless. (Editor)

Shows how the giants of the Renaissance, from Dante to Shakespeare and Cervantes, can be taught so that they illustrate the dialectic of the cultural experience that produced them, and how the masterpieces of Italian literature can be used to suggest both national and universal qualities. (Editor/RK)

Describes some of the significant changes through which our culture is moving and suggests practical applications, both to curriculum content and classroom methodology, of insights which have derived from, or possibly have helped bring about, these changes. (Author)

Stresses the importance of teaching the Greek classics so that they both "speak directly to the student" about matters of importance to modern life and provide an initiation into the ancient ways of life out of which they were written. (Editor)

Focuses on two of the proposed schemes in the International Baccalaureate Program's "The World Literature Teachers' Guide" (Geneva, 1972): that which examines the emergence of the individual in the Renaissance and the concept of the Absurd in contemporary literature. (Author/RK)

Explains how one might teach the Romans so as to help students see "how to use the arts of reason and discourse" in addressing modern problems, many of which find antecedents in the Roman past. (Editor)