Word: hums
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This all sounds quite fanciful because it is. So are the CRIMSON proposals. Not every Gen Ed course could or should be like Hum 6, Nat Sci 5, or Soc Sci 2. Nor should every Gen Ed course combine fields (these don't). In the natural sciences, Nat Sci 5 can exist because the models of DNA are conceptually much closer to the student's realm of experience and involve much less math than does, say, quantum mechanics. Devising a physics or chemistry course along the lines of Nat Sci 5 seems virtually impossible; the important modern problems are just...
Furthermore, I believe an argument can be made for a "content" course such as Hum 5 or Soc Sci 1. A large proportion of Harvard students were not exposed to this type of material in high school. In many fields it is assumed the student is familiar with Plato, Aristotle, or European history. Certainly the student should have the opportunity to acquaint himself with basic material of this sort, as well as basic techniques, in Gen Ed courses...
...next most popular courses after Ec 1 and Hum 2 were generally steady to higher: Math 1a, 461; Soc Sci 1, 456; Gov la, 421; Nat Sci 5, 390; Hum 5, 384; English 10, 357; Fine Arts...
Second, upper level courses will help to fill in the gap between the base divisions. As mentioned, the study of history can profitably be related to psychology or sociology, the study of literature to history. For example, a person who has taken a course like Hum 6 in high school would still do well to take a more sophisticated course combining the textual with the historical approach. In short, the basic four course requirement aims toward attainment of what is in our opinion the primary goal of Gen Ed; the substitution of upper level Gen Ed courses helps to fill...
...short, the generally educated man, first and foremost, should be given the seeds of learning in each of the four broad areas of knowledge (through courses like Hum 6, Nat Sci 5, and Soc Sci 2), and it is for this reason that we stress the need for breadth before depth in General Education. No matter how hard he studies, a man cannot leave the college with proficiency in a variety of departments. But he can leave with some sophistication in his own department and the ability to appreciate other works outside the broad field of knowledge of which...