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    Published: Jan 1960

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    Developments in technology are occurring at a rate unmatched in the history of the world. Each of the basic sciences is expanding into the unknown at a faster and faster rate. This is true for mathematics, chemistry, physics, and for all of the biological sciences. These developments provide new tools to work with in such fields as agriculture, engineering, medicine, and many others. Corresponding changes are taking place in communications, transportation, and in such areas as rockets and missiles. All of this is common knowledge. What is not so well known—and in fact, not even well understood—is the impact of these great achievements and advancements of science on education, not only on college and university curricula, but also on high schools, elementary schools, and the technical institutes. Educators and parents alike see the need for offering more material in the sciences at all levels in the educational system. Employers are requiring higher standards of performance in mathematics, physics, and chemistry. These changes have a bearing on the status of art, music, languages, literature, and in fact, all of the offerings in the humanities, and related areas. There is a real possibility that undiscriminating and wholesale replacement of humanities courses by science courses may endanger the status of the humanities programs.

    Author Information:

    Woods, K. B.
    HeadPresident of ASTM, School of Civil Engineering, Purdue University,

    Committee/Subcommittee: E01.92

    DOI: 10.1520/STP48098S