A liberal education should not be judged on the criteria of "knowing that" or "knowing how" but on "knowing with," not on whether a previously learned content can be recited or applied but by the way those learned contents provide contexts or meaning. (Author)

Discusses what type of education is most needed or useful. Favors a general education curriculum, not because it provides knowledge that can be directly applied, but because it helps students to think, feel, and imagine. (Author/RW)

Discusses the purposes of a liberal education, the possibilities for measuring the effects of schooling, and the task facing those who wish to justify to society the present concept of education. (RB)

The theme of this essay is that the faith in public schools, which has rested on the belief that general education for the masses as well as for the elite is necessary for a genuinely democratic society, has been shaken. The publication examines the nature of general education, who would best benefit by it, and whether or not everyone can master…

At the beginning of what was to be the turbulent sixties, the Quarterly published the following article on the condition of the secondary school by Professor Harry S. Broudy. It, like other articles that appeared earlier, speaks again of "selectivity" and "social purposes." Fifteen years later its ideas remain fresh. (Editor)

Focuses on the role of music education in a general education. Reviews music education from ancient times to the twentieth century. Argues that effective instruction in music education and the arts is an essential part of a complete education. Appends the chronological developments in music education and goals of arts education. (DB)

Discusses the differential components of cultural literacy and notes the complexity of developing a curriculum encompassing cultural literacy. Evaluates the objectives and effects of formal instruction in the quest for cultural literacy. Maintains that an integrated curriculum is necessary for cultural literacy. (KM)

In a review of historical efforts to improve the condition of the poor by education, it is noted that these attempts failed to lessen the problems of poverty. In the past the capitalist factory system demanded a cheap labor supply and therefore education was viewed only as a necessary vocational preparation. The contemporary issues of poverty and…