In the midst of the heated battles swirling around American
humanities education, Peter Stearns offers a reconsideration not of
what we teach but of why and how we teach it. A humanities
program, says Stearns, should teach students not just memorized
facts but analytical skills that are vital for a critically
informed citizenry. He urges the use of innovative research as the
basis of such a curriculum, and he offers specific suggestions on
translating curriculum goals into courses that can be taught
alongside or instead of the more conventional staples.