CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Decline and renewal in the liberal arts as themes for first-year writing
Tác giả
Aitchison D.C.
Năm xuất bản
2015
Source title
Journal of General Education
Số trích dẫn
4
DOI
10.1353/jge.2015.0020
Liên kết
Tóm tắt
Educators have long lamented the critical condition of the liberal arts in the United States, arguing that the everincreasing pressure placed on schools to serve the marketplace has undermined the true meaning and value of liberal education. At present, while there is no shortage of solutions calling for sweeping changes in attitudes and structures, relatively few look at how we might respond at the level of instruction. In this article, I make a case for asking students formally, and in partial fulfillment of general education requirements, to confront the legacy of the liberal arts in the first-year writing classroom. I argue that liberal arts students need to learn about the liberal arts in substantive terms; otherwise they risk mistaking breadth requirements for mere diversions from their declared majors and fall into the habit of dismissing certain disciplinary and interdisciplinary principles as somehow superfluous to their degrees. Reporting on my own experiences teaching liberal arts themes, and offering evaluative summaries of possible course readings, I argue that introducing themes of decline and renewal in the liberal arts into the first-year writing curriculum will positively influence our students to make more thoughtful decisions before and after graduating. © 2015, The Pennsylvania State University, University Park, Pa.
Từ khóa
Crisis; First-year writing; Liberal arts; Liberal education; Renewal
Tài liệu tham khảo
Aronowitz S., The Knowledge Factory: Dismantling the Corporate University and Creating True Higher Learning, (2000); Astin A.W., How the liberal arts college affects students, Daedalus, 128, 1, pp. 77-100, (1999); Canada G., The currents of democracy: The role of small liberal arts colleges, Daedalus, 128, 1, pp. 121-132, (1999); Craft K., Pop Culture has Turned against the Liberal Arts, (2012); Cronon W., Only Connect: The Goals of a Liberal Education, 67, 4, pp. 73-80, (1998); Goldenberg E.N., Teaching key competencies in liberal arts education, New Directions for Teaching and Learning, 85, pp. 15-23, (2001); Jalbert J.E., Leisure and liberal education: A plea for uselessness, Philosophical Studies in Education, 40, pp. 222-233, (2009); Karabell Z., What’s college for?, The Struggle to Define Higher Education, (1998); Kreeft P., The liberal arts and sexual morality, Crisis Magazine, (2003); Levine A., Cureton J.S., When Hope and Fear Collide: A Portrait of today’s College Student, (1998); Michaels W.B., The Trouble with Diversity: How We Learned to Love Identity and Ignore Inequality, (2006); Nathan R., My Freshman Year: What a Professor Learned by Becoming a Student, (2005); Noddings N., Renewing the spirit of the liberal arts, Journal of General Education, 62, 2-3, pp. 77-83, (2013); Orr D.W., The liberal arts, the campus, and the biosphere, Harvard Educational Review, 60, 2, pp. 205-216, (1990); Randall W., Composing a good strong story: The advantages of a liberal arts environment for experiencing and exploring the narrative complexity of human life, Journal of General Education, 61, 3, pp. 277-293, (2012); Schall J.V., Liberal education and social justice, Liberal Education, 92, 4, pp. 44-47, (2006); Seaman B., Binge: Campus Life in an Age of Disconnection and Excess, (2005); Sponenberg A.K., Course theme and ideology in the freshman writing classroom, Pedagogy, 12, 3, pp. 544-549, (2012)
Nơi xuất bản
Penn State University Press
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus