Argues against the current trend toward relevance, suggesting a return to traditional commitments by English educators. (RB)

Institutions of higher education have offered much in the 20th Century, but failure to respond to serious societal needs has been even more prevalent. (HS)

Describes a college course which examines the organizational and behavioral characteristics of trial courts in the American judicial process. A major course objective is to help students understand the trial court process as a political process by showing how trial court organizations are involved in the allocation of social values. (RM)

Indicates that the affluence brought about by the impact of science and technology on society now threatens mankind's further course. Asserts that the answer to this predicament lies neither with technological optimists nor with cultural pessimists, but in the resolution of basic value questions related to man's place in nature. (Author/GS)

Indicates education is the tool of civilized society and the main task facing educators is instruction in proper use of production, organizational, and orientational technologies. Asserts that the faster technology seeks to alter us, the more we must know about our tools and the harm we can do with them. (GS)

The question of higher education's role in promoting social justice in the larger society is considered. It is concluded that, although higher education must exist largely apart from society to fulfill its mission, it cannot survive too far removed from social forces and must not allow contrary forces to go unchallenged. (MSE)

The position paper of a subcommittee of the American Association of University Professors' Committee W on the Status of Women in the Academic Profession gives a brief history of the intellectual origins and organization of women's studies and discusses the implications for faculty of the discipline's structural and political issues. (MSE)

A broader form of cost recovery for higher education, repayment in-kind through national or community service is considered. Focus is on the experience of developing countries, where such programs for students and graduates emphasize personal development rather than potential contribution to society. Ways of redesigning programs to constitute a…

Urges construction of a new analytical framework for communications policy researchers which explicitly weighs quantifiable economic efficiency criteria alongside nonquantifiable social values. Discusses market economics versus social value, the economics of idea production and distribution, an expanded policy framework, the role of the first…

Examines the relationship between moral right and moral duty to be educated, discussing duty, right, education, and moral theory and suggesting that moral right and moral duty to be educated are partially independent and totally compatible with each other. Neither is superior, and both should be included in moral theory. (SM)

In a final report to trustees, Harvard University's (Massachusetts) parting president Derek Bok suggests that efforts to turn university activities into revenues may change the institution's image and force it to sacrifice its most essential academic values. Problem areas targeted include athletics, scientific discoveries, and commercially…

Explores the role of culture in shaping interpersonal interactions. Investigates the effect of group identity on subjects' levels of attributional confidence, their individuation of group members, and ultimately their interpersonal-interaction strategies. Discovers that the perceived homogeneity of group values eases intragroup interaction. (PRA)

Examines the relationship between episodes of binge drinking by undergraduates (N=592) and the extent to which students saw decisions about alcohol use as involving five domains of sociomoral reasoning. Results indicate that undergraduates who abused alcohol the most used their thinking skills in an immature manner that emphasized personal choice…

Examines John Dewey's vision of and concerns for democratic education, arguing that his approach failed to equip students to act effectively in the world as it was (and still is) and that his model of democracy, while extremely useful, is nonetheless inadequate to serve the varied needs of students living in a diverse and contentious society. (SM)