Abstract
ABSTRACTThis article focuses on recent changes in Rhodes College's Foundations in the Liberal Arts curriculum that were motivated by a desire to help students become competent and engaged debaters of meaning and value in the trying times of the 21st century. I focus on how my own two foundational liberal arts classes—“The Bible* and Nationalism” and “The Bible* and Comparative Ethics”—sought to widen the category of scripture for college students in their value discussions, as well as the benefits and potential limitations of moving away from the Bible as the sole source of moral formation in the American classroom.
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