This booklet presents evidence to support the idea that distinctions between the instructional and research applications of the computer are becoming blurred. The issue includes contributions from authors who are at the forefront of computer-assisted instruction (CAI) development in their respective fields. An attempt is made to represent most disciplines in the humanities, with emphasis on English, foreign languages, English as a second language (ESL), classics, history, music, and philosophy. All of the articles accomplish at least one of three functions: (1) constitute an overview of CAI in the discipline; (2) focus on a specific representative contribution of the computer; or (3) state more philosophically how computers can be relevant to their field. Currently, CAI is field in the process of maturation. Obstacles to growth include the need for systematization and standardization of courseware, the inherent conservatism of the educational system, and the need for improved hardware. The issue concludes with a book review of current writings on computers and education. (RSL)