Discusses the didactic value of literature study. Considers contemporary irrationalist philosophy's emphasis on human experience's subjective nature and its rejection of the possibility of shared, objective moral concepts being conveyed by reading literature. Acknowledges literature's subjective elements, while stressing the objective, cognitive…

Describes the California Humanities Project, an attempt to bring advanced research and scholarship in the humanities into the curriculum at all levels. Also reports on legislation which requires the California State Department of Education to develop a model curriculum on human rights with particular attention to inhumanity and genocide. (JDH)

Recognizes the decline of history instruction and reports the results of the recent pilot test of the history knowledge of 17-year-old high school students by the National Assessment of Educational Progress. Lists the various projects of the National Endowment for the Humanities designed to strengthen United States History instruction. (JDH)

Five individuals discuss the relationship of the humanities and leadership in different contexts: the liberal arts (John W. Gardner); the sculpting of a statue of James Madison (Walker Hancock); the Kennedy years (Thomas R. West), our civic culture (Bruce Adams); and liberal education (Gregory S. Prince, Jr.). (MSE)

Using Institute for Scientific Information bibliographic databases covering all subject fields in 1970s, 659 research journal papers on Cyprus (215 in science, 282 in social science, 162 in arts and humanities) were analyzed to answer specific bibliometric questions. Tables covering papers, authors, journals, and book reviews are appended.…

An intensive five-day all-day humanities course on 18th century thought and culture for eighth graders that involved 11 different departments is described. The course helped students recognize that what they were taught in one class could reinforce and illuminate what they were learning in another course. (RM)

Points out that composition and literature often can be best taught when combined with architecture, philosophy, music, or other subjects. (EL)

A medical school's recruitment drive to increase applications from minorities, women, and nonscience majors was unsuccessful. The recruitment program is evaluated and the importance of systematically evaluating such efforts and the inherent difficulties of changing an applicant pool are demonstrated. (Author/MLW)

About 670 college teachers will spend 18 weeks working with noted university scholars during summer 1986 under a program sponsored by the National Endowment for the Humanities. The teachers will spend the next year talking about their experiences, incorporating new ideas into their courses, and continuing their scholarly pursuits. (MLW)

In China, humanities studies include languages, history, philosophy, economics, law, political science, business, and education. Changes and trends in humanities education at the post-secondary level are discussed. (RM)

Considering the computer as a collaborator rather than a machine, it is encouraged that those in the humanities and the arts fields take advantage of the great potential that artificial intelligence can offer. Stresses that unless deliberately restricted, the computer is an inherently interdisciplinary medium, and capable of interacting with any…

Argues that a liberal arts education can be an agent for reunification--a means of seeing science, math, philosophy, and the social sciences, as well as the arts, as all part of the human experience. (MM)

Describes programs sponsored by and materials available from the National Humanities Faculty, the National Endowment for the Humanities, and the National Endowment for the Arts. (DD)

Education, the author believes, falls far short of the goals set for it by our society. The humanities receive insufficient emphasis in the schools, and the quality of life in America is poorer because this is so. (Editor)

Methods and problems of teaching Western Civilization and world history in a non-western society are similar to our own. Alternative methods of structuring a world history course must be found. (DC)