Describes a program in Richmond (Virginia) that combines art, music, and physical education to foster exposure to and creativity in the arts and humanities. (JM)

Discusses the public's lack of appreciation for poetry. Gives examples of poems expressing irony and emotions. Argues that poetry's philosophy, mode, and tone of communication make it difficult. Considers poetry's subversive, exploratory, and entertaining aspects. Presents detailed analyses of four poems. (DMM)

Discusses the role of the museum as a community resource in humanities education for the public schools. Describes several teacher workshops involving use of the museum to enrich the classroom's current humanities curriculum. (DS)

Argues that, in spite of their unmarketable nature, liberal arts retain validity for career-oriented students, in that they expand the scope of knowledge, maximize reasoning skills, and encourage lifelong learning. Proposes policies to diminish the prejudices of liberal arts instructors and bring liberal arts departments and work-oriented students…

Suggests interdepartmental unity as a remedy for declining enrollment, low morale, and other modern problems of the liberal arts profession. (AM)

Describes a series of procedures that can objectively measure student growth in interdisciplinary humanities courses at the secondary or college level. Preinstruction and postinstruction assessments determine student attitudes, responses to literature, art, and music, and knowledge of course content; midcourse individual conferences are also used.…

The quarrel as to what part the "humanities" should play in education is not a recent one. Discusses a three-part study on humanities from the Center for the Study of Community Colleges at UCLA, funded by the National Foundation for the Humanities. (Author/RK)

Describes two double-period humanities courses taught in the 10th and the 11th grades (based on the rigorous New York State Regents standards) that interweave literature, history, political philosophy, art, historical documents, and personal experience. Describes the 10th-grade course that includes Western civilization and the 11th-grade course…

Illustrates the value of interdisciplinary approaches to patient care by exploring visual articulations of suffering as rendered by one artist. Makes general observations about the nature of humanities courses offered to medical students and depicts a visual portrayal of an illness story representing personal perspectives about patient suffering…

Explores how ideological ferment of the last 30 years has shaped values and principles informing classroom practice. Contrasts tolerant, progressive humanism of the post-war era with intense 1970s political controversies. Explains how history teachers who recognized the postmodern dilemma and responded with new approaches found themselves blamed…

A medical humanities program emphasizing clinically oriented training is described. The four-year required curriculum, in which students accompany attending physicians on rounds, is taught by faculty representing a wide range of medical and non-medical disciplines. The approach is seen to challenge good teachers and evoke humanities themes from…

Over the past decade, Brigham Young University has developed many interactive videodisc programs for personalized foreign language instruction, from early prototypal projects to current HyperCard and Toolbook packages. A broad description of the different models, their variations, and their implementation is provided. (Contains seven references.)…

Addresses the epistemological questions that undergird curriculum debates in higher education over the value and vitality of a canon, a need for intellectual and cultural homogeneity, and the articulation of norms for scholarly inquiry. Challenges general education to communicate the value-ladenness of allegedly objective curricula, events, and…

Describes a humanities approach to teaching and strategies for implementing a humanities program in the social studies. Discusses implementation strategies in general and provides an example of a grade 7 humanities unit. Concludes by suggesting means for generating support for a humanities approach within the school and community. (DSK)

Examines how teacher networks design for teacher learning, describing several dynamic tensions inherent in the designs of a sample of teacher networks and assessing the relationships of these tensions to teacher learning. The paper illustrates these design concepts with reference to the work of seven networks that aim to revamp teacher' knowledge…