From an October 20, 1972, address, NAHE conference, Seattle, Washington. The interdisciplinary nature of humanities education is emphasized, with the major focus on the need for humanistic education'' rather than humanities education''. (JB)

With funds from the National Endowment for the Humanities, three multimedia unit prototypes were produced, replicated and field tested. Unit 1: The Visual/Tonal Analogy; Unit 2: The Visual Koan; and Unit 3: The Classic and Romantic Point of View. (JB)

The humanists of the Renaissance developed a philosophy of education which stated that education must always be connected with the active life, must lead to the development of humanity, must be for the benefit of the community. (JB)

Article discusses the place of liberal arts in the university. (RK)

At the end of a unit on primitive man and ancient civilizations, student projects were displayed in a museum'' with charts, diagrams, and student guides. (SP)

Describes a high school Humanities program for the study of Man's dilemmas, demonstrated in current problems of alienation, and reflected in literature, art, music, and drama. (Author/GB)

Author discusses performance contracting in terms of accountability, individualized teaching, extrinsic rewards, testing, and the corruption of both language and the process of education." (Author/SP)

Suggestions are given on developing a humanities course for high school students. (SP)

Argues that the purpose of humanities courses ought to be not to make us feel good about ourselves, but to make us aware of ourselves." (Author/RD)

Maintains that humanities instruction should strive to prepare students "to judge, to discriminate, to make relationships and should not attempt to convey "a body of knowledge; a paper presented at annual Conference on English Education (7th, Syracuse, N.Y., March 28, 1969). (Author/RD)

Describes how arts and humanities programs have been integrated into related or allied arts curricula in elementary and secondary schools. Ways to approach the learning and teaching of related arts are discussed. These include analogous concepts, common themes, historical eras, and art works that are combinations of different art forms. (AM)

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)

Defines the scope of the humanities. Discusses the role of the humanities in community colleges and the responsibility of humanities instructors to strengthen the discipline. Itemizes the qualities of humanists and identifies them as stereotypically feminine. Discusses the implications for male and female instructors. (DD)

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)

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)