Argues that the etic/emic distinction in teaching intercultural communication is an artificial one. Offers a framework which integrates both focuses as a basis for instruction. (MS)

Teaching an evening course in economics at an Adult Education Institute can be challenging. But it is very different from teaching economics in a college. Discusses adults' motives for studying economics, what economics should be taught, teaching methods, and ways to facilitate classroom discussion. (RM)

Leo Strauss' views concerning the way to teach political philosophy are discussed. The essay begins with a summary of Strauss' general conception of classical political philosophy. The remainder of the essay discusses the content of Strauss' book "What is Political Philosophy?" (RM)

Offers a number of quotations, many humorous, on a variety of subjects, such as persuasion, the limitations of data, making difficult concepts more intelligible, writing clearly, the computer's future role in communication, and self-reliance. (EL)

Technological, industrial, social, genre, and auteur emphases in film courses are discussed. So that students can see an adequate number of films, instructors can schedule multiple showings outside of ordinary classroom time or during a portion of laboratory classes, which are two or three times the ordinary class length. (RM)

Suggested units of study to guide the choice of curriculum in office occupations education are communication skills, filing, mail, reprographics, payroll, and banking. (SK)

Stresses the importance of teacher awareness in helping children cope with divorce. Curriculum activities which present different life-styles and situations are suggested. (Author/DB)

One professor's approach to developing a course on French writers of the revolutionary era is presented. The lecture/discussion/oral report course was taught entirely in French and included a variety of literary genres. The syllabus, weekly log of lecture/discussion topics, and a bibliography are appended. (LB)

Presents a framework for classroom discussion of innovation: advantages, risks, alternative strategies, and examples. Argues that such content could better prepare business graduates for success with workplace innovations. (SK)

Most teachers shy away from the discussion of controversial issues in the classroom. But, Mr. Winn fears, if students are not given the guidance and opportunity to engage in critical thinking and discourse in school, they will not be capable of carrying out their responsibilities as citizens in a democratic society. In this article, the author…

One of the most confrontational issues before American school boards and administrators is the effort by some Christian fundamentalists to have their views on life and its origins taught in science classes as a scientifically valid alternative to biological evolution. The issue continues to plague science education, suggesting that few school…

This article explores the two events that took place at the University of California, Irvine campus on February 27 and 28 as part of the Difficult Dialogues Initiative of the campus. The first discussion was between the Palestinian ambassador to the United Kingdom, Manuel Hassassian, and Edward Kaufman, former executive director of the Harry S.…

Outlines a model for incorporating critical thinking about politics within a rhetorical schema in writing courses. Provides an outline of four units of study on political semantics, psychological blocks to perceiving bias, models of biased and deceptive rhetoric, and locating and evaluating partisan sources. (SR)

Economics does not have sharply delineated boundaries, but the domain has been defined broadly, and differently, from time-to-time. Currently, the contents of economics can be divided into the following broad areas: macroeconomics, microeconomics, and development economics. Most economists specialize in one or more of the more narrowly defined…

Although creativity courses in the academic community often are not taken seriously, they can and should be a transformational journey for the student, involving exciting but sometimes painful unlearning of old structures and development of new conceptual systems. (DB)