Difficulties associated with applying the scientific method to disciplines which deal with man and the societies he creates are discussed. Implications for institutional professions such as librarianship are mentioned. (PP)

The author takes issue with some of the essays in "Philosophy and Education: Eightieth Yearbook of the National Society for the Study of Education," which urge that educational philosophy be tied to practitioner needs. Educational philosophy should concentrate on understanding education, not on improving it. (PP)

The empirical validity of the Biglan model of academic disciplines is supported. Examples are provided to illustrate how the systematic use of this model could enhance the quality of research on university faculty members and the academic administration of colleges. (Author/MLW)

The knowledge structure in a course determines what strategies students need in order to learn the subject matter and what methods a teacher may use to teach it. The conceptual structures in university courses were analyzed to provide a baseline for understanding the characteristics and organization of course content. (Author/MLW)

Traces the historical development of instructional technology and human resources development (HRD) as professions out of the instructional media field. Highlights their differences and similarities as disciplines and as professions. The importance of instructional media, professional development, and professional cooperation are discussed. (JL)

Lost disciplines, lost scholars, a lost generation of new disciplines, and lost facilities for the knowledge business are threatened. There is a clear danger that the experiential nature of the academic doctorate is being interfered with through excessive attention to didactic teaching in the classroom. (MLW)

Calls for intellectual training very different from that which produces the traditional British literary intellectual. Asks that higher education produce critical intellectuals of a practical kind. Shows how film study provides practical knowledge with an assessment of the production of knowledge and the realm of thought itself. (PD)

Discusses the problems of hiring substitutes and Ellington High School's (Connecticut) plan to deal with the problem: relieve teachers of supervisory duties, assign them to resource rooms organized around a particular academic discipline, and utilize these teachers as substitutes in their area of discipline when the need arises. (LC)

Examines some of the issues that public libraries have had to deal with in delineating and pursuing as a specific organizational goal the provision of access to information. The perspective adopted is historical but not strictly chronological. Thirty-six references are listed. (Author/LLS)

Argues for a socio-historical investigation into the process of a subject's becoming academically accepted. Provides a case study of the evolution of geography as a discipline and concludes that high status academic knowledge gains adherents through well-established connections with patterns of resource allocation and the associated work and…

Suggests that a phenomenological "model of man" can help secondary school teachers of geography emphasize the subjective nature of human experience and the importance of values. Phenomenology is examined and the relationship of phenomenology to geography is illustrated. (DB)

A study of the influence of academic discipline, sex and nationality on the definition of the role of the head of a university department indicates the importance of discipline, the coordinator or representative role, and the lack of influence of nationality on expectations. (JMF)

Describes and evaluates a course in career development for advanced undergraduate psychology students. Objectives of the course were to increase students self-knowledge, awareness of career opportunities, and career skills. Findings indicated that a high percentage of students evaluated the course in a positive manner with regard to stated…

Discusses how the concept of information is fundamental to many branches of science, technology, and mathematics and how a systematic use of the information concept can help to bridge the gap between different subjects in school. (HM)

An investigation into history teaching in some secondary grammar schools in the Western State of Nigeria is discussed. The position of history in relation to other high school subjects studied, the attitude of students towards a subject, and whether boys are more interested in history than girls are described. (MLW)