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Articles 31 - 60 of 215
Full-Text Articles in Liberal Studies
Moving A Liberal Education Program From Adoption To Implementation: New Forces And New Issues, L. Jackson Newell
Moving A Liberal Education Program From Adoption To Implementation: New Forces And New Issues, L. Jackson Newell
Perspectives (1969-1979)
At the Boston meeting of the Association of General and Liberal Studies in 1976, I had the privilege of reporting on the two-year process by which the University of Utah assessed its general education program, planned major revisions in it, and saw them adopted by the University Senate. It is now my task to report on the less glamorous, but probably more crucial, process by which a formally adopted program is implemented. The research of John Pratt and Tyrrell Burgess,1 which has assessed major educational policy changes in Great Britain , suggests that scholars and educational policy makers generally …
The Editor's Page, George F. Estey
The Editor's Page, George F. Estey
Perspectives (1969-1979)
Editor's Page for Interdisciplinary Perspective Vol. 10 No. 2 & 3
Some Thoughts On Interdisciplinary Studies, Sidney F. Parham, Peter W. Graham
Some Thoughts On Interdisciplinary Studies, Sidney F. Parham, Peter W. Graham
Perspectives (1969-1979)
The vogue for interdisciplinary courses has led our more crusty and conservative colleagues to complain that such programs represent a mere repackaging of traditional courses, a process that diminishes the value the student receives from traditional courses without broadening or integrating his knowledge. Too often this criticism is just. We should like to argue that a genuinely interdisciplinary approach does not repackage but restructures knowledge in such a way that students are led to consider the nature of knowledge itself and thus, we hope, to think about their own thinking. Such reflection seems to us a decidedly traditional goal of …
Lifelong Learning And The World Of Work, Ivan Charner
Lifelong Learning And The World Of Work, Ivan Charner
Perspectives (1969-1979)
This editorial answers three basic questions about the relief education program. Why the program is important?, how the program operates? and who participates in the program? A similar editorial could be written today about the growing number of learning opportunities available to workers and the growing number of participants in such programs. This essay represents such an effort. Although in more breadth and in more detail than the 1933 editorial, I will focus on the same basic questions. First, why should lifelong learning for workers be advanced? Second, how have opportunities for learning been made available to working adults? and …
Interdisciplinary Perspectives Vol. 10 No. 1
Interdisciplinary Perspectives Vol. 10 No. 1
Perspectives (1969-1979)
No abstract provided.
Tapping The Potentials Of Interdisciplinary Studies In A Freshman Core Program, William A. Sadler Jr.
Tapping The Potentials Of Interdisciplinary Studies In A Freshman Core Program, William A. Sadler Jr.
Perspectives (1969-1979)
This article will discuss an innovative Interdisciplinary Freshman Core Program that has been developing for five years at a small liberal arts college in the New York metropolitan area. The significance of this program extends beyond the campus of Bloomfield College, for it exemplifies one way to meet productively some of the serious issues now confronting higher education across the country. Before examining this program, let me introduce you to this College in terms of its precarious position at the start of its second hundred years of existence.
"Liberal Arts; Past, Present And Future", Dwight L. Ling
"Liberal Arts; Past, Present And Future", Dwight L. Ling
Perspectives (1969-1979)
The Greek poet Pindar stated that the wise man is one who knows by nature, while those who know merely because they have been taught are to be scorned. The suggestion that there is intuitive knowledge or an elevated type of common sense is not new; however, I would argue that we must study and ponder the wisdom of the past if we would be wise today or in the future. Many liberal arts colleges have detracted from this wisdom by dropping classical studies and catering to the whims of an ahistorical generation of students. To gain the insights that …
The Liberating Function Of Philosophy In Education, Leonard M. Fleck
The Liberating Function Of Philosophy In Education, Leonard M. Fleck
Perspectives (1969-1979)
"But wherever ideas are effective, there is freedom"1
The primary intent of this paper is not to advance or defend any novel philosophical theses. Rather, the purpose is to provide what I will call a "philosophic service" for undergraduate teachers of philosophy. More specifically, I am concerned both with the continued decline of interest in the liberal arts (philosophy in particular) among undergraduates and with the apparent inability of many teachers of the liberal arts to articulate satisfactorily a rationale for the pursuit of the liberal arts. In this paper I cannot analyze all the complex economic and socio-cultural …
Interdisciplinary Perspectives Vol. 10 No. 2 & 3
Interdisciplinary Perspectives Vol. 10 No. 2 & 3
Perspectives (1969-1979)
No abstract provided.
Interdisciplinary Perspectives Vol. 9 No. 3
Interdisciplinary Perspectives Vol. 9 No. 3
Perspectives (1969-1979)
No abstract provided.
Some Thoughts On Interdisciplinary Studies, Sidney F. Parham, Peter W. Graham
Some Thoughts On Interdisciplinary Studies, Sidney F. Parham, Peter W. Graham
Perspectives (1969-1979)
The vogue for interdisciplinary courses has led our more crusty and conservative colleagues to complain that such programs represent a mere repackaging of traditional courses, a process that diminishes the value the student receives from traditional courses without broadening or integrating his knowledge. Too often this criticism is just. We should like to argue that a genuinely interdisciplinary approach does not repackage but restructures knowledge in such a way that students are led to consider the nature of knowledge itself and thus, we hope, to think about their own thinking. Such reflection seems to us a decidely traditional goal of …
Born Again (New Life And Hope For Liberal Arts Education), William A. Cook, James C. Gonyea
Born Again (New Life And Hope For Liberal Arts Education), William A. Cook, James C. Gonyea
Perspectives (1969-1979)
Linwood Orange established the value of Liberal Arts study as the basis for entry into a variety of career areas: legal, medical, governmental, and commercial.1 Orange surveyed 400 businesses and industries to determine the kinds of positions liberal arts majors and, specifically, English majors held in those corporations. In addition, his questionnaire provided information on courses that would benefit liberal arts students should they hope to pursue careers in the commerce or governmental area. Fundamental to all employment indicated by this survey were ten (10) basic skills or competencies that seemed to be inherent in liberal arts study and …
Interdisciplinary Study: The Ideal And The Real, W. J. Reeves
Interdisciplinary Study: The Ideal And The Real, W. J. Reeves
Perspectives (1969-1979)
This study will examine the various interdisciplinary programs in operation in major universities, focusing on the methods of organization and detailing the problems of existence of such programs.
There are many ways to organize interdisciplinary programs, but the following methods appear most often:
1. Significant Time Periods
2. Area Studies
3 . Humanities and the Professions
4. Topics
A description of these methods is necessary.
General Education And Interdisciplinary Studies In The Arts, Dennis J. Sporre
General Education And Interdisciplinary Studies In The Arts, Dennis J. Sporre
Perspectives (1969-1979)
The conservatory approach to education in the arts is commonplace. Even in land-grant institutions which purportedly espouse a liberal arts or general education (there are differences between the two) the tendency in arts instruction has been to shape the curriculum into more and more specificity, so that even at the undergraduate level the student is given an option to choose, within his major, rather narrow specializations. The resultant increase in specialty courses and their need for staffing constantly refires the age-old arguments relating to general and liberal education and how, within various matrixes, general students or non-majors can be accommodated. …
The Editor's Page, George F. Estey
The Editor's Page, George F. Estey
Perspectives (1969-1979)
Editor's Page for Interdisciplinary Perspective
Humanistic Biology: A General Education Approach, Alwynelle S. Ahl, Lawrence R. Krupka, Helen B. Hiscoe, Andrew Mcclary
Humanistic Biology: A General Education Approach, Alwynelle S. Ahl, Lawrence R. Krupka, Helen B. Hiscoe, Andrew Mcclary
Perspectives (1969-1979)
In modern man's attempt to understand human nature, two major modes of perceiving human experience, the humanistic and scientific, have often been in conflict. C.P. Snow labelled this dichotomy " the two cultures." As the power of science and accompanying technology have grown in the past forty years, the distance between the two cultures has widened. Reflecting concern about this cleavage, some scientists have attempted to incorporate humanistic perspectives and goals into science. In the area of biology, this humanistic concern is demonstrated by such groups as the Institute of Society, Ethics, and the Life Sciences (Hastings-on-Hudson) and its highly …
Toward A New Synthesis In The Post-Disciplinary Era, Hoke L. Smith
Toward A New Synthesis In The Post-Disciplinary Era, Hoke L. Smith
Perspectives (1969-1979)
When we discuss the relationship between general education and work, our own semantic myths can easily trap us. General education, liberal education, and career education are labels which we have used to categorize bundles of learning experiences. Although frequently useful to simplify thought, the educational concepts behind these labels often represent illusory rather than actual goals and their meaning assumes a protoplasmic character, visible but elusive, constantly shifting in shape. Current attempts to define and clarify the relationships among general, career, and liberal education are hindered by the rapid educational evolution now occurring, as American postsecondary education moves from the …
The Editor's Page, George F. Estey
The Editor's Page, George F. Estey
Perspectives (1969-1979)
Editor's Page for Interdisciplinary Perspectives Vol. 9 No. 1
Cooperative Education - General Education: A New Synthesis?, John J. Romano
Cooperative Education - General Education: A New Synthesis?, John J. Romano
Perspectives (1969-1979)
When I first proposed this paper some months ago I had a number of specific purposes in mind. First, I'd grown interested in the development of a concept in American higher education which has been termed cooperative education. Secondly, I wondered about the linkages between cooperative education and what traditionally we have called general or liberal education. Thirdly, I wondered if the linkages between these two concepts were of recent origin or have they existed for a long time without formal recognition. Fourthly, I wondered if this " new synthesis" was something that could have a significant impact on the …
Commentary On - "The Exploratory Year: A New Approach To The Four Year Experience At Whittier College", Eugene Wine
Commentary On - "The Exploratory Year: A New Approach To The Four Year Experience At Whittier College", Eugene Wine
Perspectives (1969-1979)
I read with interest Michael McBride's article on the exploratory year at Whittier College. While I am sure that Whittier is satisfied with it and that it contains a number of innovative ideas, such as the "initial module" in various disciplines, I want to speak to the three assumptions upon which Professor McBride and his colleagues rejected any common interdisciplinary general education course for Whittier. I do so because the assumptions are so widely held and because Professor McBride states them so succinctly. I also speak to them as an admitted partisan of a common transdisciplinary general education core course …
Interdisciplinary Perspectives Vol. 8 No. 3
Interdisciplinary Perspectives Vol. 8 No. 3
Perspectives (1969-1979)
No abstract provided.
The Editor's Page, George F. Estey
The Editor's Page, George F. Estey
Perspectives (1969-1979)
The Editor's Page for Interdisciplinary Perspectives Vol. 9 No. 2
Interdisciplinary Perspectives Vol. 9 No. 2
Interdisciplinary Perspectives Vol. 9 No. 2
Perspectives (1969-1979)
No abstract provided.
Perspectives For Moral Education In Higher Education, William P. Frost
Perspectives For Moral Education In Higher Education, William P. Frost
Perspectives (1969-1979)
Much of the literature on moral education is of a psychological nature with an emphasis on the individual's responsibility to the challenges of the social environment. The valuable is perceived in terms of (1) the development of the person as (2) a member of society. These publications fail to identify perspectives according to which living and growing become meaningful. Paul Kurtz recognizes this shortcoming.
Many people in post-modern society -young and old - lack direction in their lives, a meaning or purpose. Often it is the " liberated" individuals who seem most vulnerable to a confusion of values and to …
Preliminary Program: Association For General And Liberal Studies 17th Annual National Conference
Preliminary Program: Association For General And Liberal Studies 17th Annual National Conference
Perspectives (1969-1979)
Preliminary Program
Association for General and Liberal Studies
17th Annual National Conference
Weber State College - Ogden, Utah 84408
October 27, 28, And 29, 1977
"General Education: Diversity by Design"
Agls And General Education - Reflections By The President, A. J. Carlson
Agls And General Education - Reflections By The President, A. J. Carlson
Perspectives (1969-1979)
The Association for General and Liberal Studies serves as "a forum for professional people concerned with undergraduate general and liberal education in each of the several divisions of the curriculum." At least, that is what the Bylaws indicate. But as I talk to people about the organization several more specific questions keep emerging: " What exactly is AGLS anyway?" "Why should I spend $10 a year to support AGLS?" " What is Interdisciplinary Perspectives?" These questions suggest that the Association has as its first problem - to use the current jargon - a very large "communication gap."
The Woof And The Warp, S. R. Wiersteiner
The Woof And The Warp, S. R. Wiersteiner
Perspectives (1969-1979)
What is the mission of the university: To prepare for life, or to prepare for a career? If one follows the secular press and pursues the various journals concerned with higher education, one is struck with the " either/or" nature of the articles and comments concerning the goal of a university. But should it be an " either/or" question? Can the preparation for life's work be divorced from the preparation to enjoy that life to its fullest? The whole cloth is not made from only the woof, it must also include the warp.
The Exploratory Year: A New Approach To The Four-Year Experience At Whittier College, Michael J. Mcbride
The Exploratory Year: A New Approach To The Four-Year Experience At Whittier College, Michael J. Mcbride
Perspectives (1969-1979)
Most students begin college with little idea about the field of study they will eventually pursue. Some have made a decision in this area , but often have only a vague notion of what is implied in such a decision. Yet, in both cases, the general pattern of liberal arts colleges is to put such students into a general studies program for two years consisting of required or strongly recommended courses. While students may gain a broad educational background, those with little idea about their future area of concentration must base a decision regarding the " major" on a brief …
Innovative Adult General Education: The Detroit Experiment, David W. Hartman, Richard T. Bohan, Otto Feinstein, Sandra Loehr, Linda Michalowski, F. Richard Place
Innovative Adult General Education: The Detroit Experiment, David W. Hartman, Richard T. Bohan, Otto Feinstein, Sandra Loehr, Linda Michalowski, F. Richard Place
Perspectives (1969-1979)
Increasingly, universities have confronted a changing population of undergraduate students. They find themselves under considerable scrutiny, from legislators, taxpayers and potential students. Concurrently, the impetus to re-appraise the mission of undergraduate education, so as to insure its accommodation in our changing society, is in need of refocusing. The issue of who comes to the university, and for what end, stands foresquare in the face of faculties, administrators and elected guardians of higher education, now more than ever before. Again we are charged with providing curricula and format that are relevant enough to retain the attention of today's new student, that …
Philosophy As Humanistic Model, Gary R. Sudano
Philosophy As Humanistic Model, Gary R. Sudano
Perspectives (1969-1979)
Science and philosophy both reach "straight into experience and arrange it with new meaning."2 The novice in philosophy is struck by its attempts to provide answers to the essential questions of life. Indeed, he often becomes impatient with philosophical theories which seem to backtrack and are analytic rather than speculative, and philosophy instructors are careful to balance critical activities with answer-generating activities in the classroom. In most cases the student tends to pass lightly over the former in order to get to the meat of the latter. This is the first at traction of philosophy for students, if there …