Curricular Content

Abstract

I bring two basic premises to this chapter. First, almost all the content areas that typically characterize college and university curricula have potential for helping students address issues of spiritual growth, authenticity, purpose, and meaning. I include here not only the traditional “liberal arts” and 1general education” programs, and the traditional disciplines in the humanities, social sciences and natural sciences, but also the varied professional preparation programs such as business, education, engineering, nursing, and others. Only the most narrowly focused training programs may lack that potential. Second, realizing the potential of any particular content area requires integrating pertinent pedagogy, experiential learning, and human interactions. Simply presenting relevant readings, lectures, and asking students to memorize the content and feed it back, may occasionally trigger some reflection and growth, but for most persons the material remains inert, devoid of lasting contribution. Similarly, pedagogical technique, in the absence of judiciously chosen, well organized, resource materials, and without rich experiential encounters, won’t generate much impact.