Discusses the ethnic dimension in French society and politics, proposing to place it within a larger, introductory curriculum in French civilization. Specifically describes the ethnic cleavage in this society and the evolution of the ethnic "idea" in the nation's social and intellectual history since the Revolution. (Author/MES)

Analyzes the evolution of French culture during the last thirty years as a series of steps towards the acquisition of a second culture by the individual and by the whole civilization. Describes the dynamics of cultural change as a process of interaction and mutual enrichment involving the individual and the culture. (MES)

Discusses the degree of acceptance of jazz in the contemporary music education curriculum. Contends that historically, jazz was given little respect by music educators. Points out this attitude changed in the 1960s. Explores the historical reasons for this change in attitude and posits a societal value reversal process to explain these changes.…

The paper traces artists' social movements in the 1960s and 1970s and examines two results: (1) the stimulation of administrative coordination within and among established arts institutions, and (2) the creation of innovative arts institutions run by the artists themselves. Events leading up to these movements included the New Deal arts programs,…

Reviews the shortcomings of the European university of the 1930s as described by Ortega y Gasset in "The Mission of the University." Considers Ortega's recommendations for educational and political reform within the context of his concepts of life, culture, science, historical crisis, and vocation. Addresses his objectives for teaching…

Examines projections about the future of Korea, predicting a highly diversified society built upon industrialization and moving toward an information society. Discusses the growing middle class and its societal implications and considers the effects of the country's increasing democratization. (GEA)

Describes the historical context in which the North Central Association was created. Indicates that the 1890s were a time of rapid industrialization and economic, political, and social change. Suggests a parallel with contemporary society regarding educational issues such as the role of vocational education and the preparation of educators. (MAB)

Use of symbolic figures in the college level world history course can provide a vehicle for studying social organization, political movements, and economic institutions of a given period. For example, Zhou Enlai, an activist and leader throughout much of the 20th century, symbolizes the major themes and forces of this era: change,…

Critically responds to an article by Aleksandr Tsipko. Argues that Soviet economic development has been marred not by a failure to accommodate the human factor, as Tsipko suggests, but by a lack of individual self-evaluation. Contends that successful socioeconomic progress depends upon individual moral development. (CH)

Maintains the contemporary political Soviet scene poses a major intellectual challenge to Western Sovietology. Analyzes reforms of the Gorbachev era and traces the development of change and the concepts of glasnost and perestroika. Discusses recent policies, problems, and strategies. Views revolution as a prolonged process. (NL)

Presents a discussion by journalists, scientists, and writers on educational problems in the Soviet Union. Focuses on the the role of the pedagogical press in restructuring public education in light of perestroika. Calls for press involvement in defining and developing public education. Lists questions for consideration and invites responses. (NL)