Word: breadths
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Dates: during 1960-1969
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...reorganizing Gen Ed rules--including new areas of knowledge--and also remembers that a cardinal aim of Gen Ed is to encourage students to take a broader view of their own specialty through work in other fields, one realizes that the Doty Committee is emphasizing the need for breadth in Gen Ed, is asking that students delve into three or four broad areas of knowledge...
...same time. These contradictory goals cannot be accomplished without increasing the total Gen Ed course load. We strongly agree with the Doty Committee that the total requirements should not be increased. But we believe that the contradiction can be resolved by choosing between the alternatives of depth and breadth...
...BREADTH OVER DEPTH--Although the implicit ambiguities in the Committee's various statements of purpose cannot be corrected in a single sentence, the Report makes clear which alternative should have precedence in the Committee's opinion: "If as a committee we are forced to choose between breadth and depth--we shall choose depth and risk the danger of overspecialization in Gen Ed." This is indeed strange language for a report on general education; it seems the Committee has reversed the proper order of priorities. We contend that breadth in General Education is more important than depth, which is clearly...
...think a broad General Education means a series of survey courses (in the worst sense of that phrase) spread over a variety of topics. We share fully the Committee's desire to avoid superficiality in Gen Ed. But who does not? To solve the dilemma of breadth versus depth is inevitably to settle on basic definitions of the General Education. But this is not easy...
Only when one expands the committee's definition of General Education and makes clear the nature of a Gen Ed course as well as the nature of the broad Gen Ed "experience" does the case for putting primary emphasis on breadth become apparent. If the basic Gen Ed course is to give the student the ability to speak and work in one of four broad areas of knowledge, Natural Sciences, Behavioral Sciences, Historical Studies (including History and Government), and Humanities, it follows that the primary function of the total Gen Ed program is to give students exposure to all four...