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History teaching is fraught with the pitfall and danger of subtly instilling into the young the notion that the way history happened was inevitable. This demands the corollary that the way it happened is the "right way." In this article, the author opines that teachers should be prepared to analyze the grounds on which their judgments are made. He offers several suggestions on how teachers can prevent the growth of that phantasm known as the inevitability of historical events. He also cites several examples that illustrate some teachers' tendency to teach uncritical acceptance of the status quo to their students.

A theory that postulates that women and minorities have a claim against White males in saying that, due to past discrimination, these groups are entitled to special admission regardless of academic merit offers more discrimination to redress prior discrimination. (JN)

Offers a model to examine the phenomenon of teaching as a transaction. Seeks to refine the distinctions between transactions which are complete upon execution and those which must await a qualitative judgement of some performed act for their completion. (DAB)

Laments the atmosphere of barbarism and intolerance permeating the City College of New York (CCNY). `Areopagitica' as creed for academic pursuit of Truth; Debasement of creed at CCNY; Mode of conduct in school: Collaboration; Mode of conduct in politics: Confrontation; Irrationality at CCNY in the 1960s; Edwards/Bayley disciplinary hearing; Breakdown of moral authority of teachers; Subordination of learning to diversity.

Presents several correspondence concerning global scientific issues. Concepts of sacrifice from a cross-cultural perspective; Effects of corporate alternative on university-based researches in the United States; Relevance of laughter on human health.