The rhetorical and philosophical conceptions of liberal education continue to stand in tension as they have since antiquity. The tension arises from the inherent difficulty of reconciling reason and language, the two poles of the Greek concept "logos". (MSE)

Not all of those teaching the humanities agree on a common agenda for the future, with traditional categories of instruction being encroached upon by new areas of scholarship. In the humanities, authority will no longer rest in the content of traditional texts, but in the activity of interpreting texts. (MSE)

There must be a return to classic texts in humanities instruction, but the selection of those texts is no longer simple, because of questions about (1) identifying which are classics and (2) connections made between the classic texts studied and a student's personal life. (MSE)

It is necessary to find ways to make the university a learning community, not just a place for teaching and research to coexist, accompanied by extracurricular activities. (MSE)

In recent reports on improvement of the college curriculum, advocates of the liberal arts as the heart of a college education promise more than a liberal education can deliver, which is a solid foundation on which to build. (MSE)

One of the oldest problems of western education, the appropriateness of instruction in the ethics of knowledge, is related to the principle of social virtue. Liberal arts colleges are beginning to reaffirm strongly their commitment to social responsibility in both mission statements and curriculum revision. (MSE)

A response to the Association of American Colleges' report "Integrity in the College Curriculum" is presented. Two issues identified by the report are discussed: the goals of undergraduate education and the role of the faculty. (MLW)

Examines Adler's proposal to extend the teaching of a common core curriculum beyond colleges/universities into secondary schools. Fears an intellectual drift toward some mediocre mean and the deflation of academic standards. Warns that the rejection of pluralistic curricula overlooks individual needs. (DMM)

A discussion encouraging the development of a consistent and comprehensive theory of critical thinking for use in developing the liberal arts curriculum focuses on identifying teachable skills in the art of constructing and evaluating arguments. Further research in all disciplines is recommended. (MSE)

Argues that an understanding of the objectives of general education must precede debates over delivery methods. Sees potential for agreement on objectives through recognition of the existence of a hierarchy of general education's purposes, comprising student liberation; the development of independent learning and thinking skills; and specific…

Reviews Bode's criticisms of "General Education in a Free Society: Report of the Harvard Committee" (1945). Relates Bode's views of the purposes of general education, underscoring his concern with epistemological issues and democracy and his faith in the scientific enterprise. Envisions Bode's probable response to Harvard's report on the…

The late arrival of law schools to the undergraduate legal studies field, along with the serious deficiencies in the professional model of legal education, make law schools singularly unfit for leadership in undergraduate legal studies. However, law school teachers who do enter the field can expect a richer environment. (MSE)

The history and decline of an undergraduate interdisciplinary course on contemporary Britain at the University of Sussex are described. It is suggested that interdisciplinary courses require higher investment of resources and commitment to survive, and structural constraints and features are of continuing concern to their proponents. (MSE)

Aviation programs at many colleges and universities have been viewed by administrators in all sorts of perspectives, from very favorable to complete nuisances. As a result, these programs have ended up being located in a wide variety of academic structures. (Author/RE)

Considers the value of university programs in preparing students for photojournalism, notes trends and problems in photojournalism education, and describes experiences helpful to the development of photography skills. (GT)