There is a concern that the field of art education will be imposed upon by programed instruction as a means of improving education thereby destroying individuality and the creative process. Article reassures such fears. (RK)

Considered the arts as the center of the curriculum and how they relate to open education. (RK)

Basic human skills and learning environments necessary to develop them are prerequisites for preparing people to learn to deal with the future of mankind. (KM)

Discusses three instances where the media act itself became more than a vehicle for a message but the true communicator or mediator instead. Also suggests uses of media as a source of material for study/action in the classroom. (TO)

Reports on a sample mini-course in the humanities entitled A Several-Circled Search for Self'' which employs the circus as a theme while stressing the importance of student involvement and the development of self-concept. (RB)

Emphasizes need for continued high-level fundamental bio-medical research as opposed to the current edict to curb National Institute of Health-sponsored pre-doctoral and post-doctoral training and fellowship programs as well as the career development awards. (EB)

Discusses the life and thought of Jacob Bronowski, producer/director of a 13-part television series entitled The Ascent of Man.'' Indicates that his work has the effect of crossing the boundaries between scientific disciplines and bridging the gap between the two cultures of science and the humanities. (CC)

The author supports the theory that one of the important relationships between literature and knowledge is the language of literature. (MM)

Expanded version of a paper presented at the Regional Workshop for Teachers of German held at Luther College, Decorah, Iowa, March 10, 1972. (DS)

Summarizes science education trends, problems, and controversies at the elementary, secondary, and higher education levels beginning with the Physical Science Study Committee course, and discusses the present status concerning the application of the Fourth Revolution to the education system. (CC)

Focuses on learning through fictional encounters for conceptual development and emphasizes professional educating rather than training in discussing nursing education. (RK)

Believes that scientific research is fascinating and the influence of scientific research is felt in areas far from the original field. By influencing society, scientists also open fields for advancements to be made by future generations. (PS)

Practices and products of scientific research have been threatening human privacy. Strong guidelines should be enforced by world organizations to prevent this. Practicing professionals should also resist temptations for infringing upon other's rights. (PS)

Paper presented at the Second Annual Regional Convention of the National Association for Humanities Education on November 6, 1971. (DS)