Word: approach
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Dates: during 1950-1959
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Still others believe that a Gen Ed approach is impossible in science, or that it must lack content. They believe that only the rigorous and specific approach to science is meaningful. They deny the value of trying to teach the philosophy and methodology of science by giving the student a broad view of some of the major problems in the area and the means used to solve them...
Laboratory work in the Natural Sciences courses would help. The "red book" called for it as a way to illustrate the precision and experiment which characterize the approach of many sciences. Most Gen Ed courses now try for this effect through demonstration sections and problem sets, notably inadequate tools. If the lab space could be made available laboratory work might improve all the lower-level Nat Sci courses which to not require it. This could happen only if the method were carefully though out. The endless lab writeup of the Physics 1 variety should be avoided, but a good...
...reason for this is that he has found some English students excessively literary in their approach to the course. Another is a sort of philosophical commitment to the idea, which faintly parallels the general education course at Lawrence, where instructors from all departments taught the basic Gen Ed course, and Physics professors became the mostenthusiastic teachers of Hamlet. The stimulation of this approach is worth further thought, if only in terms of moreguest lectures...
Trinitarian Approach...
Distribution was represented by General Education. A student was supposed to understand the trinitarian approach to the mind, grasping the attitudes of the Natural Science, the Social Sciences, and the Humanities. In all three cases, this educational effort followed the "learning by doing" theory, since even introductory courses in General Education had very little to say about the underlying premises and attitudes of their field as contrasted with others, but simply "did" in their own area...