Argues that the issue of literacy goes beyond the acquisition of basic skills and examines the principles of classical humanism as a source for a definition of literacy. Proposes emphases on cultural literacy, social and moral questions, and genuine community as components of humanistic education. (DMM)

Concludes that the humanities cannot be reduced to the teaching of specific, depersonalized skills (such as editing) and that they must maintain the link between reading and writing. (AEA)

Analysis reveals that as the profession of counseling has increasingly been defined by the solitary practice of counsleing, it has narrowed its vision and mission. Examples from the social and behavioral sciences demonstrating how their contributions could strengthen the profession and practice of counseling are presented. (Author)

Relates personal experiences about what constitutes the "real world." Shows how experiences from philosophy, history, literature, art, and the movies add meaning to "reality." Stresses a compromise of imagination and sensation to make the real world palatable. (RL)

A definition of the humanities is provided: centrality of concern on human beings, attention to the individual rather than the group, awareness of the ways in which we know, concern for moral values, the obligation to carry knowledge beyond description, and capacity to communicate. (MLW)

Describes a study of changes in financial and enrollment conditions of public two-year colleges and of two-year college humanities programs between 1971-72 and 1976-77. Presents evidence that institutional conditions had worsened and that humanities conditions had changed for the better on some measures and for the worse on others. (AYC)

Contains recommendations for teaching English to adult education students in higher education. Argues that the advent of increased numbers of adult learners demands a readjustment of attitudes and strategies in teaching English, including a recognition of the pragmatic, consumer-oriented, and highly motivated nature of adult students. (DF)

Describes a junior high unit on masks, including five discussion questions, four activities, and a bibliography of resources for students listing six books and six journal articles. (CK)

Ponders issues related to communications history, including characteristics of effective communications history teachers, the nature of historical truth, the ties of history to the humanities, the relationship between the personal and the professional lives of communications historians, and criticisms of communications historians. (GT)

Describes a course on fantasy which included studies of fairy tales, "Alice in Wonderland," and "The Hobbit," and a dramatization of "Through the Looking Glass." (MKM)

An inmate explains how liberal arts-based postsecondary education offered him the cultural foundation, critical thinking, and communication skills to change his attitude and character. (SK)

Describes the challenges involved in creating digitally rich courses in the humanities, courses that can include opportunities for learning that are more effective than traditional approaches. Considers course development and the new skills required by faculty and students. (SLD)

Presents the section of the full report which addresses the overemphasis on research over teaching by faculty at the university level. Noted are a decline in the number of hours devoted to teaching responsibilities and increased numbers of books and articles published. (DB)

The article describes a two-year, interdisciplinary humanities core requirement, "Portraits of Human Greatness." Established in 1977-78 at St. Anselm College (New Hampshire), this course requires freshmen and sophomores to study groups or individuals in Western Civilization in a lecture/seminar format with extensive reading and writing…