Rethinking General Education from the Perspective of High School and Higher Education Curriculum Articulation

Abstract

This study explores the concept of curriculum articulation between secondary and higher education, focusing on the continuity of curricula and their implications for foundational liberal education in universities. It analyzes the similarities and differences between general education at the high school and university levels. Both frameworks aim to cultivate holistic individuals equipped with essential competencies and a sound moral character through broad-based education. They share commonalities in historical origins, educational objectives, and curricular structures. However, high school curricula are typically organized around subject-based learning, whereas university curricula are more discipline-oriented, with pedagogical differences arising from the distinct roles of teachers and professors. These differences manifest in instructional content, teaching methodologies, and assessment practices. From the perspective of curricular continuity, sequence, and integration, the study advocates for the development of academically rigorous liberal arts courses at the university level that facilitate interdisciplinary mobility and integration for students, and the enhancement of teaching methods for interdisciplinary courses through ongoing faculty research. The conclusion suggests conceptualizing liberal education as encompassing three distinct domains: basic literacy education, liberal arts education, and experiential learning. It emphasizes that the scope of liberal arts education should extend beyond basic competencies, asserting that continuous faculty engagement and scholarly inquiry are essential for the effective development and refinement of liberal education curricula.