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This article discusses the sociology of knowledge and curriculum planning. People interested in problems of the curriculum of schools can be divided into two groups. The first group, by far the largest, is mainly interested in the practical problems of the curriculum, of which bringing about some desirable change in the curriculum might be one. The theoretical basis for much of the work in this particular volume is to be found in a sub-discipline of sociology known as the sociology of knowledge. The purpose of this paper is to provide some account of the sociology of knowledge and to explore the implications for the study of the curriculum of this particular viewpoint. The author proposes to do this first by looking at the sociology of knowledge as it was formulated by researcher Karl Mannheim. Although Mannheim was by no means the first to put forward a set of ideas as the sociology of knowledge, he is the thinker who made these notions through his writings accessible to the English speaking world. Mannheim drew attention to two other features of political and social theories.

The article features a teacher's view on educational planning. He explores certain aspects of educational planning by using his experience and reading of the visiting Fellowship to the International Institute for Educational Planning, UNESCO, in combination with nine years of teaching and professional interests. He argues that the realistic siting of educational planning in the system as it exists, including all its environmental constraints of administrative, economic, manpower, political and technical varieties, implies a change of bias in such planning.

The demand for more and greater variety in maps has brought about an expansion of established map-making facilities and the creation of new agencies, both private and government. This expanding activity has posed several problems, mass production techniques had to be improved, new inks, papers, and other materials were needed, and additional personnel had to be trained. In typical American fashion the new techniques, material, and the expanded facilities to house them were solved with relative ease, but, perhaps also typically American has been our lag in changing cartographic training to meet the needs of the present day. The objective of this article is the presentation of a cartographic training curriculum at the college level, which meets the needs of present day map-making.

The article presents a conceptual structure of curriculum development and its comparative study. It refers to the motives of such development in the course of the comparison, which involves several countries including England, the Federal Republic of Germany, the German Democratic Republic, Sweden, and the United States. It discusses a conceptual framework for curriculum development, its operations, strategies, techniques, participants, and the educator's role to this development. Curriculum pressure groups define not only the main aim but also the method of construction.

Studies the advocation of sociological direction of learning apart from the psychological dimensions of individual experience as a basis for curriculum decisions. Verification of the importance of subjective and objective dichotomy in learning; Different priorities of ancient and counter culture regarding social necessity; Characteristics of consciousness based on various interpretations.

The article reports on the availability of copies of the final report, "A Seminar in Art Education for Research and Curriculum Development," which was held in September 1965 at The Pennsylvania State University under the sponsorship of USOE. Details relating to issue included in the report, such as the 16 major papers, research reports and an autobiography are also discussed. Information on how the report can be purchased thru the Department of Art Education, Penn State University is included.

The article reports that the National Association Secondary-School Principals' (NASSP) Curriculum Planning and Development Committee has consistently supported and endorsed the comprehensive secondary school's major project for 1961-1962 in the U.S. Such move is due to a belief that the school is the best hope for fulfilling the American ideal of adequate educational opportunities for all youth, and that the most effective leadership in the improvement of a curriculum is the principal of every school as he organizes his faculty, student body, and his community to meet the needs of the students. The NASSP support the principal by providing curriculum position papers.

The article discusses the problems of upper secondary education and the importance of curriculum reform. It suggests that the content of education is in urgent need of adjustment to the demands of current and future world. Curriculum reform will be ineffective and pointless if structural reforms are not implemented at the same time. The reforms will have to provide solutions to basic problems faced in all European countries by the authorities responsible for upper secondary education. All the problems which were reviewed and which cannot be avoided are different aspects of a single objective, namely the adjustments of the educational system to the cultural and psychological needs of young people today.

The article reports on the claim that comparative education and international education are undergoing an identity crisis in the United States. It considers the claim that there really is no such identifiable field of study as comparative education or international education. The author comments on the accelerated attention being given by social scientists to international studies. He also expresses his concern with the direction of social change that has been popular among empirical social scientists. The article explains why the civilization-building process is appropriate as a theme for the history of education and especially for international education.

Focuses on the liberal arts science curriculum for non-science students in the U.S. in the 1970s. Objective of a liberal arts science curriculum for non-science students; Potential areas of study for inclusion in a liberal arts curriculum; Outline of the curriculum.

The article presents information on the new determinants of Keele University in Staffordshire, England curriculum which paved the way for new University curriculum. From the first, demands for a University in North Staffordshire were made with an eye to the local industries. This early activity bore fruit not in a University College, but in a North Staffordshire Technical College. Yet subsequent demands for a University continued to have a peculiarly local flavour although from 1914 the Technical College was providing educational facilities related to the industries of North Staffordshire. There was a renewed and again unsuccessful demand for a local university in 1919 when the idea was canvassed in the local press by Tutorial Class Students, who emphasized that ones needs are peculiar to oneself and cannot adequately be met by facilities provided by other centers. It is hardly surprising therefore that when the idea of a North Staffordshire University was again broached in 1945 it represented a direct continuation of earlier demands for a North Staffordshire University. The 1943 Report of the Association of University Teachers emphasized on technology and social studies as two fields in which regional attachment' would provide a valuable stimulus. The Report also called for more active extension work by the Universities.