A Liberal Arts Education: Global Trends and Challenges

Autor/inn/en	Logan, Jerry; Curry, Janel
Titel	A Liberal Arts Education: Global Trends and Challenges
Quelle	In: Christian Higher Education, 14 (2015) 1-2, S.66-79 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-3759
DOI	10.1080/15363759.2015.973344
Schlagwörter	Liberal Arts; Global Approach; Trend Analysis; Educational Trends; Educational Practices; Barriers; Curriculum Evaluation; Relevance (Education); Educational Change; Change Strategies; Curriculum Design; Curriculum Development; Church Related Colleges; Christianity; Case Studies; Professional Autonomy; Student Interests; Attitude Change; Technological Advancement; Educational Needs; Educational Philosophy; Foreign Countries; Hong Kong + Suchen Sie Ihr Suchwort? Globales Denken; Trendanalyse; Bildungsentwicklung; Bildungspraxis; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Relevance; Relevanz; Bildungsreform; Lösungsstrategie; Lehrplangestaltung; Development; Curriculumentwicklung; Entwicklung; Kirchliche Hochschule; Christentum; Case study; Fallstudie; Case Study; Berufsfreiheit; Studieninteresse; Attitudinal change; Einstellungsänderung; Technological development; Technologische Entwicklung; Educational need; Bildungsbedarf; Bildungsphilosophie; Erziehungsphilosophie; Ausland; Hongkong
Abstract	The debate about the effectiveness of the liberal arts curriculum is centuries old, but recent financial and social pressures have placed the survival of the liberal arts in the United States at even greater risk. Using Kimball's (1995) notion of the oratorical and philosophical traditions of liberal education, this article first identifies the critical importance of balancing breadth and depth in the curriculum before honing in on breadth as being in particular danger in the current climate. After analyzing the major threats to breadth in American higher education, the article looks overseas to find a new case for the value of breadth in the curriculum. It focuses on Hong Kong's university system, where a large-scale, multiyear project is underway to graft a fourth year of general education onto a three-year model of discipline- or profession-specific training. The resulting contrast between American institutions discarding curricular breadth while foreign universities rediscover it is telling. This topic has particular relevance for Christian colleges and universities as they seek the holistic development of their students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10