Word: core
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Dates: during 2000-2009
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When I reflect on the Core classes that dot my transcript, the problem as I see it had little to do with what I was learning, and everything to do with how it was taught, an error of method, not of content. In this light, the Task Force’s report seems too erudite and abstract for the dilemma at hand, like trying to fix a broken down car with a new theory of locomotion. The proposed shift from “ways of knowing” to “real-world context” will do little...
...three years since I graduated, I’ve thought at length about the strengths and weaknesses of Harvard’s general education program. As the College announced its reevaluation of the Core, I had hoped such weaknesses would be addressed in the Task Force on General Education’s final report. But the report was sorely disappointing, as it failed to address the greatest shortcoming of the Core: pedagogical methodology, not simply content...
...General Education Report concludes that the problem with the Core lies in its stated purpose, and so the report recommends swapping it out for a new one, replacing the old “ways of knowing” with a new imperative to teach undergraduates how the “arts and sciences relates to their lives and to the world that they will confront.” The report goes on to note, “Since 1945 the Harvard Faculty has believed in the importance of taking a stand on the question of what students need to learn...
...TIME: Don't you risk losing the party's hard-core voters by opening...
...core is still there, but growing. Our traditional voters know that the party has a bigger role to play, and the only way to do that is by appealing to a wider ranger of voters. We're now clearly demonstrating we're a party capable of governing, and ready...