Word: knowingã
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...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 to address the Core’s real problem, which is that it promotes an atomized, individualistic type of learning while rarely encouraging undergraduates to take a meaningful role in each other’s educations...
...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...
...other significant claims generally ask why we should single out religion as either an “equivalent [way] of knowing?? to reason or as a significant historical driving force—the same question could be asked about any requirement. Religion should be singled out simply because it affects us, just as the United States is singled out in the U.S. and the World requirement: because we live here. Perhaps there are other motivators that should be singled out as well (economic disparities, race, and so on), but religion seems at least as viable...
...Core Curriculum, the Task Force’s thinking goes, focuses too strongly on “ways of knowing?? and too little on actual knowledge. So far so good; there is undoubtedly a certain breadth and depth of knowledge that every graduate ought to have...
...also in complete contravention of the spirit of the new general education program, which was supposed to be a transition from “approaches to knowledge” to knowledge itself. Advocating such a category amounts to a resurrection of an economics “way of knowing?? and is a blatant attempt at smuggling Social Analysis 10, “Principles of Economics,” into a college-wide requirement. The centerpiece of “The Market and Society” component would, in reality, be one course. The other courses?...