Argues that a separate course of study called "History" should be included in the New York state revised secondary social studies program. History instruction will help the student gain a perspective of time and understand him/herself, his/her society, other societies, and the world. (RM)

Proposes, in prose and in charts, a theory of writing intended to unite the fields of composition studies and literature. (JL)

Seven theses are proposed concerning the nature of knowledge, the knower, opinion, learning, truth, the organization of disciplines, and the nature of the university. Systematics, the study of classification, has guided the organization of the university through the disciplines since Plato. (MSE)

Compares the effectiveness and practicality of discrete academic disciplines to interdisciplinary curriculum approaches for elementary secondary education. Interdisciplinary curricula from France, Spain, and Italy are used to illustrate various ways of combining individual subjects. The author considers the interdisciplinary curriculum model…

Law and Aging could be established as a separate field of legal study when analyzed by criteria for recognition of separate fields, according to four different models of legal education. It could serve the practice, rules, principles, and policy models, but its practicality and popularity among students are questionable. (MSE)

Controversy exists concerning interdisciplinary research, especially when it is related to national needs and societal problems. The role of central university administration is examined, along with how it might shape the future course and direction of research efforts. (Author/MLW)

Records the policy design for acquisition of library materials developed by 65 subject expert selectors to support the research and instructional needs of a large university. The 3-year effort has produced a continuing attitude of informed cooperation, directing integrated growth of collections. Included are seven references. (Author/RAA)

Geography must pursue a multidisciplinary perspective by seeking recognition of its contribution from scholars in related sciences, and increasing communication with other disciplines. (Author/CK)

The author states that, although sport is highly valued by many, the study of sport finds virtually no place in the curriculum and suggests that perhaps the study of sport may have a legitimate claim for inclusion. (KC)

Examines the general education curriculum as it has developed at Sarah Lawrence and Antioch Colleges through an analysis of the commonplaces (the common and distinctive terms) that describe the particular subject matter--the student, milieu, subject matter, and teacher. Highlights their theoretical and practical similarities and differences. (CAM)

A definition of "the disciplines" is presented and a case for organizing curriculum on the basis of the social sciences is presented. Several arguments against the disciplines are discussed and rejected. (JMF)

The author reviews the twentieth-century development of educational sociology as a discipline in Europe and the United States, citing approaches and turning points, as well as major schools of thought and their proponents. (SJL)

This article considers only "academic" educational philosophy in the Scandinavian and English-speaking countries. It attempts to recount the different phases in this discipline's development, laying emphasis on the fundamental features of each phase and on the criticism which the next phase leveled at the previous one. (Author/SJL)

In its own fashion, philosophy encompasses everything and reflects the whole. Thus it has a special role in the liberal arts curriculum whose purpose is generality and breadth. Philosophy translates the generality of the liberal arts into reason and theory in an attempt to make the whole conceptually articulate. (JMD)

This paper presents a scheme for classifying learning tasks, a scale built from that scheme, and data obtained from utilizing the scale with secondary students in various subject areas. (Author/SJL)