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The article focuses on the integration of literature in the elementary social studies curriculum in the U.S. It states that this issue can be reflected on the studies of the connections between literature and historical understanding in elementary age children, which indicates that exposure to historical fiction and biography appears to encourage critical analysis of traditional classroom sources. These studies also indicate that children may be less likely to be critical of literary interpretations, except through teacher mediation.

The article critiques some aspects of the philosophy of John Dewey. It discusses how Dewey liberated American philosophy, especially American educational philosophy, from misunderstood European idealistic and semi-theological speculation. The article details how Dewey developed his philosophy of pragmatism or experimentalism. The author attempts to explain why Dewey's philosophy had little impact on European thought. It is suggested that even in the United States and Japan, Dewey's philosophy no longer plays the dominating role it played during the first decades of the 20th century. Finally, the article discusses the factors that made Dewey the main intellectual representative of the American people, and the prophet of its teachers.

Presents information on an interdisciplinary course in humanities offered by Fitchburg State College in Massachusetts. Factors contributing to the challenges of the course; Information on the workload of college teachers; Insights from the course.