By Nicholas H. Farnham, Adam Yarmolinsky
Liberal schooling has regularly had its percentage of theorists, believers, and detractors, either in and out the academy. the simplest of those were answerable for the improvement of the idea that, and of its altering tradition.
Drawn from a symposium together subsidized by means of the academic management software and the yankee Council of discovered Societies, this paintings appears to be like on the requisites of liberal schooling for the following century and the techniques for purchasing there. With contributions from Leon Botstein, Ernest Boyer, Howard Gardner, Stanley Katz, Bruce Kimball, Peter Lyman, Susan Resneck Pierce, Adam Yarmolinsky and Frank Wong, Rethinking Liberal Education proposes larger methods of connecting the curriculum and association of liberal arts faculties with modern-day difficult fiscal and social realities. The authors push for higher flexibility within the organizational constitution of educational departments, and argue that college may still play a better position within the tough discussions that form their associations. throughout the implementation of interdisciplinary and collaborative techniques to studying, besides higher integration of the curriculum with the pro and vocational points of the establishment, this paintings proposes to revive energy to the curriculum.
The idea of rethinking liberal schooling doesn't suggest an identical factor to each educator. to 1, it could possibly suggest a strategic shift in necessities, to a different the reformulation of the underlying philosophy to fulfill altering occasions. Any major reform in schooling wishes cautious inspiration and dialogue. Rethinking Liberal Education makes a considerable contribution to such debates. will probably be of curiosity to students and scholars, directors, and a person desirous about the problems of recent schooling.
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Additional info for Rethinking Liberal Education
G. , Educating the Majority: Women Challenge Tradition in Higher Education (New York, 1989). Cf. Peter N. , 1991). 18. Quotation is from T. , Studies in the History of Classical Teaching, Irish and Continental (London, 1911), p. 212. , The Organization of Knowledge in Modern America, 1860-1920 (Baltimore, 1979). The argument and facts here are drawn from my own account in The "True Professional Ideal" in America: A History (Oxford, 1992), ch. 4. 19. Frank Costin, "Lecturing versus Other Methods of Teaching: A Review of Research," British Journal of Educational Technology 2 (1972): 4-31; Paulo Friere, Pedagogy of the Oppressed (1970), rev.
The quotation is from Harry S. Broudy and John R. Palmer, Exemplars of Teaching Method (Chicago, 1965), p. 68, relying on F. W. Winterton, "The Lesson of Neo-scholasticism,"Mind 51 (1888): 397-400, which also served as the authority for Ernest C. Moore, The Story of Instruction, 2 vols. (New York, 1936, 1938), 2: 359-63, and John S. Brubacher, A History of the Problems of Education, 2d ed. (New York, 1966), p. 180. 4. I would like to note the relevance of this point to Sheldon Hackney's welcome call for a national conversation about significant public issues.
Some 70 percent of our incoming students come from outside the state of Washington. Retention is at an all-time high. Fund-raising is going well. Our endowment has grown in the last twenty years from $6 million to more than $90 million. In addition to seeing the law school transfer as beneficial to the university as a whole, the board also believed it made sense for the law school, in both the short term and the long term. For example, we were impressed by Seattle University's plan to build a new building for the school on its main campus, something that campus boundaries had made impossible at Puget Sound.