It is concluded that students must learn that in a democracy settlements, not fixed solutions, must be sought for existing social problems. (SD)

Maintains that NCTE should focus upon problems with which it is prepared by professional expertise and influence to deal; appears also in Elementary English," vol. 47, no. 4 (April 1970), 591-92, as Counciletter: Charting Our Course." (RD)

The "metamoral" point of view has the potential for increasing a critic's perceptiveness in analyzing the rhetoric of moral conflict. (RD)

Discusses the role of universities in achieving the kind of world we want. Suggests that for the university to be a viable agent for change, it must be a university of involvement, dedicated to community service, and to seeking wisdom and not knowledge alone. (LC)

A one week "course-happening involving adults and teenagers used self-inquiry, role playing, and group discussions to develop intergenerational communication and understanding. Techniques and results are discussed. (DR)

Speech given by Professor Edwin C. Kemble on the occasion of his being awarded the 1969 Oersted Medal by the American Association of Physics Teachers. The theme was the need to apply critical thinking habits to the solution of social problems of today. (LC)

Combined education and training programs can provide a meaningful approach to the potential problems arising from automation. (MF)

Three popular modern movements--ERA, family planning, and legal abortion--all undermine church authority and power by having as their ends the promotion of acts that completely counter the tenets with which the church leadership has indoctrinated its congregants. Actions the Vatican has taken to counter these threats are discussed. (RM)

The history of the eugenics movement is reviewed. The authors conclude that, despite changed terminology and a shifting emphasis, advocacy of eugenics and its discrimination against poor and mentally retarded persons still persists today. (MC)