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...little deeper and you’ll find that Harvard hesitates to say explicitly that such a common bond unites us. Undergraduates’ latest institutionally-sanctioned educational philosophy comes from the Report of the Task Force on General Education. The task force’s framing of its new set of requirements fall well short of a claim to excellence. “The general education curriculum,” the authors admonish, “does not pretend to constitute a comprehensive guide to everything that an educated person should know. There is simply too much information...
...task force’s modesty concerning anything an educated person should know prevents it from establishing any sort of educational standard. If you were to read through the rest of the Gen Ed report, you’d find that the task force never does get around to saying whether there is any specific content whatsoever that an educated person should know. Officially, Harvard will not even broach the topic of whether specific information is necessary for education, let alone declare in what way excellence comes from academic study. In general, the language of this report centers...
...what makes a student educated?” without reference to specific content is a good way to ensure that academics do not serve as the basis of community. The modern university seems uncomfortable with the language of common pursuits. Instead, as the Gen Ed report will remind us, education is about my ability to respond to the changing world as I, not the community, sees...
Yesterday’s conference was the first of a nation-wide series aiming to discuss both the ideas presented in the report and the United States’ role in global health...
...symposium, co-sponsored by Boston University, Harvard, and the Center for Strategic and International Studies, discussed the strategies outlined in a CSIS commission report entitled "Smart Global Health Policy: A Healthier, Safer, and More Prosperous World...