This article is for teachers who wish to introduce their advanced language students to literature but have not yet found an appropriate text. Five major reasons for choosing Georg Buchner's 1837 drama Woyzeck are given: the drama's brevity, uncomplicated language, contemporary relevance and the timelessness of its themes. (LET)

Offers, in a whimsical poem, reflections on what motivates students planning to study or travel abroad, the countries they choose to visit, the challenges they overcome, the initial culture shock, and the rewards of travel. Reflects on exchanges in unfamiliar languages, differences in culture, and varied traditions. (CH)

This critique of E.D. Hirsch's book, "Cultural Literacy: What Every American Needs to Know," argues that because Hirsch confuses memorized facts with learned facts, he ignores the importance of constructing meaning and fails to realize that students will not remember what they do not understand. (TE)

This article is E.D. Hirsh's response to a foregoing critique of his book "Cultural Literacy: What Every American Needs to Know." He argues that the distorted image depicted by Estes, Gutman, and Harrison obscures the promise of the cultural literacy initiative to improve learning in our schools. (TE)

In light of the fact that young Americans spend hundreds of dollars each year on the arts yet have little training in developing critical skills, this writer outlines what must be done in school arts programs to educate culture consumers. (Author/JM)

Discusses how the elements of ritual may be exploited to provide optimal learning experiences not only for young people but also for teachers. Describes the evocation of a framed liminoid experience (an experience of flow framed by components of a ritual process) in the context of a castle excursion for university students. (PA)

Describes the historical development of educational programs which could enhance the culture and knowledge of minorities in the mountainous regions of China. Identifies current major problems in minority education and lists statistical information for the school population. Provides guidelines for developing a minority education program. (KO)

Music can help create a good moral environment if it is music that can be shared, that channels emotions and shapes the soul, that has stood the test of time, and that tells a story. Today's rock music all too often plays a destructive role in leading youth away from virtue. (SLD)

There is a variety of reasons calligraphy should be taught to students of Chinese. It is pleasurable; it will help students learn to write Chinese characters better, through dexterity and confidence; it will help students learn to read better, especially when dealing with a variety of forms of cursive writing. Furthermore, it is an essential…

The historical process by which the modern art museum has come into being is explored, and how the art museum has established itself as an instrument of culture and a primary agency in the task of aesthetic education is discussed. (RM)

Argues that the increasing interdependence of nations and technological changes make it important for students to learn more from, as well as about, their world. Discusses the ability of cultural studies to provide the content necessary to enable students to become their own teachers and continue the process of self-education. (AYC)

The report discusses the Ford Foundation's support for the arts in the United States since 1981. The premise upon which the Foundation provides such support is that the arts provide an immediate and intense means of communication, both in the present and across the centuries. A potent reflector and interpreter of values, art illuminates the…

The essential task of sharpening students' sensitivities may be facilitated by the curriculum, instructional program, and personnel of the school. Aesthetic education is basic because it is founded on the creative integration of sensing, feeling, intuiting, and thinking. The arts curriculum may be used to sharpen students' awareness and…

A group of concerned educators evaluates the well-publicized arguments for teaching students to be culturally literate. They argue that content and process instruction are inseparable and that teacher preparation and student assessment should both reflect a more thoughtful fusion of content and process. (TE)

Examines the dynamics of integrating the realities of cultural pluralism and socioeconomic diversity into the framework of day care programs. Covers beliefs about diversity; what makes diversity a positive force; and personnel policies. Finally, looks at what day care programs with a pluralistic focus can teach children about diversity. (RWB)