Word: curriculum
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Dates: during 1970-1979
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...School. In the report, Stendahl proposes more of an emphasis on ministerial studies, and calls for strengthening in the teaching of the arts of ministry. In order to foster the growth of what he calls a "learned ministry," Stendahl makes several proposals, including a tightening of the core curriculum required for students preparing for the ministry, the promotion of a higher competence in quantitative skills, and the strengthening of ties between the Div School and established churches...
Stendahl proposes to increase the core curriculum required of students enrolled in the Master of Divinity program. Currently, students enrolled in the Master of Divinity program are required to complete 12 full courses, but are free to choose their courses as they like. In the curriculum for Master of Divinity degree students, the school needs "to consolidate a core of knowledge, competence and understanding which is a common denominator instead of a curriculum which mainly lets people pursue what they are interested in," Stendahl says...
Boynton says that Stendahl's proposal of a core curriculum for Master of Divinity degree candidates is "under consideration right now" by the Div School faculty. Currently, Boynton says, there are guidelines--courses offered in a variety of fields, including the Old Testament, Religion, Theology, Ethics, and the Church and Society. The debate is whether these guidelines should remain guidelines or become requirements, Boynton says, adding that the debate is similar to the core curriculum discussion currently going on in the College...
AMAJOR PROBLEM with the new Core curriculum is the attempt by its authors to delineate carefully the structure and content of courses to be designated as "core courses." Whether Faculty members will be willing to teach the types of courses outlined in the report is not clear; the Core proposal might well set up the type of lecture courses that no one likes to teach, and no one likes to take...
...Core Curriculum is only a poor substitute for the good advice and counseling that would direct, but not coerce students to attain a balanced education. And the Core will not solve one of Harvard's fundamental problems: the dearth of close associations between students and Faculty members. Instead, by setting the huge introductory course up as the basis of a Harvard education, the Core proposal would only widen the gulf between students and Faculty members. A Harvard education could easily be reduced to instruction by busy graduate students who are much more interested in pleasing their doctoral advisers than accommodating...