Presents four basic objectives for National Science Foundation education programs in 1975 and outlines changes in priorities in the new programs. (GS)

Higher education is preoccupied with specialization and focused on the future work, career, and occupational competence of the individual. However, basic humanistic skills and hard moral choices should be as much a part of the education of a professional or scholar as are the knowledge and techniques of the discipline itself. (author/BB)

Considers perceived trends of lesser ability students entering introductory chemistry courses. (SL)

Summarizes the National Assessment of Educational Progress (NAEP) study that, among other things, profiles the cognitive abilities of 17-year-olds. The editorial ends by asking how chemistry teachers can make use of this information to improve their effectiveness in teaching to the present type of student. (MR) Aspect of National Assessment (NAEP)…

Discusses, editorially, the role of formal education in developing understanding and knowledge to enable people to live successful lives. (SL)

Comments on the sociological analysis of the scientific community, its social norms and values. Discusses the ethos of science and some aspects of development processes that scientists go through to enter their profession. (GA)

Discusses the new plans for the American Chemical Society for high school chemistry teachers. Among the plans are the establishment of an office of High School Chemical Education, creation of a High School Chemistry Teachers Committee, and increasing journal articles and teaching materials in the journal. (HM)

Discusses the complex emotional and social problems facing the youth in college. Proposes that educators convey to the students the value of learning and how it contributes to personal growth. (MLH)

Discusses solutions to problems in higher chemical education, including establishing a culturally oriented first course in chemistry, increasing employment opportunities for students, restructuring graduate education, and restoring the balance of professional effort between research and teaching. (MLH)

Presents a fairy tale which metaphorically deals with the teaching of chemistry and the place of research and teaching in society. (MLH)

Summarizes and praises the American Association for the Advancement of Science (AAAS) committee's investigations and recommendations concerning the scientist's freedom and responsibility. (MLH)

Advocates a change in outlook to develop unused human capacities by creating a model for human behavior that explains why and how we select our goals. (GS)

Proposes an attack on the world food problem which includes the realization that we can eliminate hunger and starvation, the recognition of food as a world currency, and the recognition of the role of chemistry in the improvement of food production, distribution, and preservation. (GS)

The origins of academic chemistry are described and the author's views on the future of university academic chemistry are presented. (HM)