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I n the present era of financial stringency, universities are understandably scrutinizing their programs for potential economies. As a result, area studies programs find themselves again under fire, as they struggle with more established and traditional departments for scarce resources. Although this feud has long existed, the present situation renders it all the more crucial, for the survival of both the programs and the departments are at stake. Such an intensified confrontation mandates a careful examination of the function of area studies in the university and their relationship to the traditional departments, with due consideration being given both to the solution of short-range problems and to the long-range question of the advantages of each type of organization. In this writer's experience, discussions in senior seminars about the contributions of the various disciplines have revealed some thoughtprovoking questions. When asked to explain the difference between disciplines, most students have difficulty in formulating a reply, even after completing courses in several of them. They raise embarrassing questions: why are geographers trying to teach culture under the name Cultural
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