The Liberal Studies Agenda vs. the Basic Education Agenda: Finding the Proper Balance

Abstract

Abstract During the past few years, the idea of imparting to students a “liberal” education has attracted a great deal of attention. Considerable discussion has arisen over (1) the definition of “liberal” education, (2) its merits, and (3) the mechanism by which it would be imparted. Recently, much of the controversy has been resolved and academicians are now charged with the responsibility of putting the idea into practice. This paper uses the course Geography of Africa as an example of how the liberal education requirements can be fruitfully incorporated. In pursuit of this goal, the term “liberal education” is analyzed, its scope and objective(s) defined, and a model course proposed. The model course draws from ideas contained in a survey administered to the members of the Africa Speciality Group of the Association of American Geographers. Contained in the model course syllabi are suggested topics, key issues/themes, exercises, resource materials (films), outside readings, suggested textbooks, etc.