The position taken by Stephen White, of the Alfred P. Sloan Foundation (New York, New York), in the title article of this collection, states that the programs of many liberal arts colleges are moving toward incorporating applied mathematics and technological literacy into the curriculum. White also states that colleges should be adjusting their curriculum according to the demands of an increasingly computerized era. He suggests that a program to support this development be studied at the Alfred P. Sloan Foundation. Responses to this position were solicited from the following educators and deans: (1) Elting E. Morison, Massachusetts Institute of Technology; (2) Gaines Post, Jr., University of Texas, Austin; (3) James L. Adams, Stanford University; (4) George A. Drake, Grinnell College; (5) Dick Netzer, New York University; (6) Jacques Barzun, Columbia University; (7) Peter Caws, City University of New York; (8) Donald L. Kreider, Dartmouth College; (9) Frederick Rudolph, Williams College; and (10) Richard Warch, Lawrence University. The responses deal with analytical thinking, the role of colleges and social change, the appropriateness of the title of the essay, and computers and mathematics in liberal arts programs. In a brief afterword, White reviews and discusses several points made in the responses, noting that four contributed positive suggestions and that many criticisms were baffling or irrelevant. (FG)