The author believes colleges are meeting their first responsibility when they demand that students develop their basic mental capacities to the fullest. (Author/PG)

If we continue to educate too narrowly, too technically, too reductively, or continue to ignore a student's character, the skills and values of adaptability, and the contextuality of survival problems, then our college deserve not to survive as liberally educating institutions. (Author)

Conflicts between cognitive and affective functions of education are addressed, and it is suggested that colleges must promote the dynamics of learning and teaching, the involvement of students in the intellectual, emotional, and valuing activities that are a part of all liberal education. (LBH)

Riesman's classic book, "The Lonely Crowd," has had an enormous impact on the way American society is talked about and understood. His central thesis that Americans were becoming increasingly "other directed," more concerned with how they compared with others, and less "inner directed" is examined in terms of the role…

The humanities, more than an academic discipline, are an inclination of the liberal imagination. As liberal democracy undergoes its crisis of confidence, they are endangered. Higher education must adjust to five strong forces: science, technology, democracy, mass communications, and the culture of capitalism. (Author/LBH)

The centrality of education to society is examined with reference to the free man and the duties of citizenship. As an instrument of society, education is an expression of the prevailing forces and values of that society. (LBH)

An aggressive reaffirmation is offered of the strength and relevance of liberal education as the foundation stone of freedom. (Editor/LBH)

Detailed examination of the history of four typical mainstream colleges in a critical period provides useful connectives to widely held beliefs about the role of the liberal arts college in the evolution of American higher education. (Editor/LBH)

There is evidence that the engineering community is responding to objectives of integrating liberal education and increasing social consciousness of professionals. Rapid progress is not foreseen, however, since that would involve changing attitudes of engineering faculty. (Author/LBH)

The tradition of humanities and liberal arts education has become culturally dysfunctional, says the chairman of the philosophy department at Ohio Wesleyan University. The historical role of liberal arts is reviewed and the current emphasis on vocationalism is discussed. (LBH)

Many college students complain that the education they are receiving is irrelevant. Colleges and universities ought to be intellectual centers rather than academic factories that teach students facts that they could learn by themselves. (CK)

This volume is a critical and objective study of the contemporary college student athlete. Framed around the process of recruitment, transition, and support of student athletes in higher education, the volume is a response to societal pressures to reform college athletics. Driven by publicity and the potential for revenue gains, colleges and…

Vassar's new president believes the college can change the face of American coeducation, but there will first have to be changes made within Vassar itself. Her social outlook and administrative abilities are discussed. (Editor/LBH)

Specialization has been emphasized at the expense of generalization. Focus in this address is on how liberal learning can accommodate the twin necessities of educating specialists and educating generalists, or of producing experts who are not merely technicians. (Editor/LBH)

If society wants knowledgeable citizens who happen to value and to need a profession or some way to make a living, then for that society liberal education still has a vital function. The restoration of the humanities to a central position in the undergraduate curriculum at the University of Florida is described. (Author/LBH)