Problems in teaching Core courses will justify reviewing the entire Core curriculum program within a few years. Stanley H. Hoffmann, Dillon Professor of the civilization of France, said yesterday at a panel discussion on teaching Social Analysis and Moral Reasoning courses.

Hoffmann said most Core courses "presuppose more of a knowledge of history than most of our students come with," and added that section leaders often come to the Core with widely varied preparation and background.

James Q. Wilson, Shattuck Professor of Government and chairman of the Core subcommittee on Social Analysis and Moral Reasoning, cited differences in preparation among students from various concentrations, classes and backgrounds as a central problem of the Core. Another problem, he added, is the large numbers of freshmen who have never taken courses in such subjects.

Core courses attempt to explore specific problems within a field, rather than simply survey or introduce subjects, Wilson added.

Other panel speakers addressed the special problems of teaching Moral Reasoning courses and of teaching Social Analysis 10. "Principles of Economics," the largest course in Harvard history.

Jeffrey Wolcowitz, Soc. Anal. 10's head section leader, described the course's two-day training period, which uses videotapes to "standardize teaching styles" for section leaders.

Roderick Firth, Alford Professor of Natural Philosophy, Moral Philosophy and Civil Polity, said he sees problems in letting students know that the course is intended to "help each student clarify his or her own moral objectives," rather than