Word: curriculums
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Dates: during 2000-2009
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...Harvard at its most myopic) to provide a semblance of well-rounded, broad education to eager newcomers.It has long been supposed that no one—neither professors nor students—wants to be troubled by the dead white men who comprise most of any Great Books curriculum. That over 100 freshmen applied to Russell’s fall semester seminar bespeak an unrecognized demand to the contrary. Once an instructor at Columbia, whose equivalent of the Core still consists of a general education in “Great Books,” Russell specialized in teaching...
...seek to broaden the scope of a liberal education and to expand choices for Harvard College students, crafting an undergraduate curriculum that is defined less by the requirements that it places on students and more by the commitments that the Faculty makes to undergraduate education in the liberal tradition...
...comment briefly on the individual reports before returning to the larger picture. The Committee on General Education proposes to replace the Core Program with a curriculum at once broad and deep, opening up the entire Courses of Instruction for the general education of our students, empowering Departments to craft curricula for broader audiences, while summoning the Faculty to mount a new set of foundational courses to serve as 'portals' to large and important areas of knowledge...
...size-fits-all" educational menu for such alternative futures, nor would one be appropriate for the enormously diverse talents that comprise the student body at Harvard College. Thus, while there are of course many curricular routes to liberal education, the one proposed in these reports sets out a curriculum of choice, incentive, and opportunity more than one of restriction and requirement. It aims to allow our students to shape their education, even as it gives departments and individual faculty greater responsibility in helping to shape it. It permits our curriculum to evolve, as areas of knowledge advance...
Required courses have captive audiences, and, as we have seen in our previous curricular reforms, short intellectual half-lives. If our new, foundational curriculum in the life, physical, and engineering sciences is to succeed, let it be because it is better conceived and better taught, not because any one part of it is compulsory. If new Courses in General Education are to make their mark in the lineage of great Harvard courses, let it be because they are great courses, not because they are mandated. If, as we expect, the study of the broader world and the languages spoken...