There is widespread dissatisfaction with the engineering student's education in the humanities and social sciences. This study, conceived as both a fact-finding and policy-formulating project, aimed to: establish goals in social science and engineering study which are relevant to the changing social role of the engineer; examine the resources and…

Designed for the instructor in the humanities, this article presents a methodology for the teaching of any film using Walter Colmes's film "The Women Who Came Back" to demonstrate the method. The cinematic code and the response which this code elicits from the viewer are discussed. Specific shots and sequences are cited as examples of…

This book presents fourteen of R. B. Heilman's essays on the teaching of English and the profession of the humanities. Discussed are administrative ways and means, pedagogical shibboleths and heresies, uses and abuses of literacy, cliches of style, moot issues of history and criticism, and the nature of the humanities and their continuing…

At the college level, teachers of composition and teachers of literature have, with regard to educational goals and philosophy, been drifting apart for years. All too often, basic literature courses and combined literature and composition courses, as well as humanities instruction in general, have fallen prey to popularization. Teachers must…

The teaching of humanities and human values in medical schools has resulted from public concern about value decisions in medicine and from dissatisfaction of patients with the doctor-patient interaction. The Institute on Human Values in Medicine, Yale-New Haven, provides support to medical centers concerned about these issues. (SW)

Professor Nelson Edmondson suggests a teaching procedure in which humanities teachers would treat the various mythologies, philosophies, and theologies as "hypotheses of equal status". After describing this approach and considering his conceptions on the nature of hypotheses and the meaning of equal status, author examines the proper…

Summarizes the discussion of a conference of community college presidents and humanities chairpersons on attracting the mature adult to humanities courses, and lists recommendations covering curriculum, outreach, and program and staff development. (RT)

Describes an interdisciplinary humanities curriculum developed by a consortium of three community colleges. The curriculum consists of a general core course based on the classical humanistic studies of history, philosophy, and the fine arts and three "optional" courses designed to appeal to special interest students. (DC)

Discusses the National Endowment for the Humanities (NEH) 1985 summer seminar on Plato's political philosophy. States that the objective of the seminar was to give high school teachers an opportunity for intensive, uninterrupted study of the world's great literature so they could enrich their own knowledge of the subject and share what they gained…

Considers arguments opposed to and in favor of developing computer education courses for humanities students. Argues that computers, as a major part of our culture, need to be understood by every student and concludes that computer instruction must become a standard part of the humanities curriculum. (GEA)

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…

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)

Discusses problems that mass media, particularly television, pose for humanities teachers. Considers how television affects viewers, urges teachers to help students guard against manipulation by the media, acknowledges the educational potential of television, and points to the dangers to thought and informed decision making presented by…

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)