Model Of Liberal Education Research Articles

Teaching Strategy of University History Based on Virtual Reality Technology

Today's mature virtual simulation technology should be effectively combined with college education to give full play to better educational advantages. The history teaching supported by modern information technology paves the way for the rational distribution of educational resources and the movement of centralized users to fragmented learning time, which brings infinite possibilities for the development of education. A more liberal education model will inevitably advocate higher requirements of users for self-discipline, so it is difficult to ensure the teaching quality in relevant practice. The rapid development of virtual simulation technology improves the possibility of successful history teaching reform, and the combination of virtual simulation technology and history teaching will effectively promote the great changes and outstanding development of the whole education industry. The combination of virtual technology and history teaching can make students better integrate into the teaching situation, improve learning efficiency, and effectively achieve the educational purpose.

Developing the liberal education orientation in universities in Vietnam is associated with the process of international integration

The “liberal education” orientation appeared early, and has been discussed extensively in various educational forums, as well as has been implementing in different forms at universities worldwide. The liberal education emphasizes the development of human intellect through the study of humanities, social sciences, and natural sciences. In the context of increasing international integration, the liberal education orientation is considered necessary to develop high-quality human resources. In Vietnam, the higher education system has undergone significant transformations and has become a crucial factor in the process of international integration. Vietnamese universities have the opportunity to develop the liberal education orientation due to the advantages brought about by international integration. However, it must be acknowledged that the implementation of this orientation is still not widespread and effective. The article proposes several solutions to develop the liberal education model more effectively in Vietnamese universities, including raising awareness, investing resources, strengthening international cooperation in education and research.

Philosophy of Liberal Education: The Principles

This article lays out systematically the principles of modern liberal philosophy of education by explicating the foundations of the Humboldtian (European) model of liberal education. Conceived over two centuries ago, those foundations have never been presented fully and coherently in Russian literature on pedagogy and philosophy of education. Ten principles of the model are identified in terms of modern liberal education theory: (1) lifelong learning, (2) academic freedom, (3) importance of practice and experience, (4) critical thinking and civil competency, (5) competency development instead of knowledge accumulation, (6) priority of general education over specialized education, (7) the concept of learning to learn, (8) self-directed learning effort, (9) political neutrality, and (10) interaction and Socratic dialogue. The second part of this article (release upcoming) sheds light on the key sources and socio-historical contexts that have shaped attitudes towards the liberal education theory since conception until the present day.

Discovery of the DNA double helix structure as a model of Liberal Education for Engineers

Discovery of the DNA double helix structure as a model of Liberal Education for Engineers

Liberal Education, Entrepreneurship, and the Law

As our Calendar states, “Liberal Education has been a community tradition at the University of Lethbridge since its founding.” But as the institution has moved to incorporate professional faculties (such as Health Sciences and Management); grow its graduate program, particularly in the sciences; and build its research profile, the understanding of liberal education has devolved into a requirement that students take a “breadth” of courses and tends to be perceived as an onerous burden. All undergrads are expected to take four courses from three liberal education lists. This may be particularly resisted by Fine Arts students, who already have some of the most intensive major requirements of any students across the University, but who still balk at having to take courses outside their Faculty or even department because such courses are not seen as contributing to their “training.” I see this as a tension between conservatory expectations within a liberal education model.

LAWCHA Approaches Its Twentieth Anniversary

Twenty years ago, LAWCHA started to come together. The field of labor history had been operating for decades without a professional organization in part because of the many state and regional labor history associations already active. But the times demanded something more. The AFL-CIO had made a left turn, and many scholars were looking for ways to bring activism and labor history together. A meeting was called for the October 1998 North American Labor History Conference in Detroit, which approved a constitution and bylaws that had been drafted by Roger Horowitz and Cecilia Bucki. An organizing committee set to work, and a year later LAWCHA held its first official conference and elected officers led by President Jacquelyn Hall and Vice President Joe Trotter.I have a couple of reasons for flagging this approaching anniversary. First, LAWCHA now has an official archive. The Reuther Library in Detroit is processing the first donation of records, covering our early years. I hope those who have saved correspondence and other relevant materials will contact Tom Klug about adding to the collection. Second, the twentieth anniversary is a good time to take stock and think about what has been accomplished and where we want to go next. Our website features a brief history of LAWCHA by Shel Stromquist and Bucki. I am borrowing from it.The past twenty years have been complicated both for labor movements and for academia, the two institutional complexes we represent; but LAWCHA has more than proved the wisdom behind its foundation. The founding mothers and fathers made key commitments that made the organization different in tone and reach from other historical societies. They defined the field broadly, understanding that labor and working-class history encompasses so much more than the history of unions. They adopted a strategy of collaborating with regional labor history organizations and supporting their conferences. And they made special efforts to support graduate students and young scholars, understanding that the future unfolds with them.Other decisions strengthened the organization. In 2004 this journal was founded by Leon Fink and others, and Labor quickly established a reputation for publishing top-quality articles and field-defining forums. In 2008 we began awarding the Herbert Gutman dissertation prize, and Cornell ILR School asked LAWCHA to cosponsor the Phillip Taft book award. After David Montgomery’s death in 2011, LAWCHA members raised the endowment funds for a second labor history book prize in his name that is cosponsored with the Organization of American Historians (OAH). Meanwhile, our website had become a scholarly and organizing resource featuring Rosemary Feuer’s Labor History Links bibliography and resources for teaching labor history in the schools. In 2012 Ryan Poe and Feuer began remaking our communication systems, adding the dynamic blog LaborOnline and a Facebook page and expanding listserv capacities.LAWCHA’s reach extends far beyond its membership, thanks to the culture of activism that has been our secret sauce since the beginning. Hundreds of labor historians make their voices heard both through scholarship and through public service. We are active in the OAH, the American Historical Association, the Urban History Association, Western and Southern History Associations, African American Intellectual History Society, and other professional organizations. We are active online, producing public labor history resources that are used by millions. We are active in our communities, writing op-eds and working on social justice initiatives. And we are active on our campuses, fighting to preserve workplace rights, academic freedom, and a model of liberal education that is a cornerstone of democratic societies.The dual scholar-activist model was sharply apparent this year when LAWCHA members collected a basketful of book and distinguished scholar prizes at OAH in addition to LAWCHA’s own awards. The list of prizes shows how their work has won the respect of scholars in multiple fields of history and rises to the very pinnacle of professional accomplishment. Congratulations to Eileen Boris, Linda Gordon, LaShawn Harris, Max Krochmal, Nelson Lichtenstein, Ryan Patrick Murphy, Heather Thompson, and Katherine Turk.LAWCHA has much to celebrate as the twentieth anniversary approaches and much to do. New initiatives by the Contingent Faculty Committee and the ad hoc committee working with independent scholars will be important. As will the Global Affairs Initiative and our evolving relationship with the International Association of Labour History Institutions. I write this in August, six months before you are reading it, so I have no idea what new challenges the Age of Trump will bring. But I do know that we will be busy doing what LAWCHA was designed to do: bringing past and present, scholarship and activism together, understanding that the struggles of working people in the past and around the world can be a guide and inspiration as we meet the challenges of the present.

"I Can't Get No Satisfaction": Measuring Student Satisfaction in the Age of a Consumerist Higher Education.

One could be excused for failing to recognise today’s universities as the inheritors of the global higher education system that arose more than 70 years ago from the ashes of the Second World War. A wave of post-war optimism ushered in a global movement with a utopian vision in which arbitrary divisions such as class, gender and race would be transcended in the pursuit of academic enlightenment (Scott, 1995). Universities were to be one of the key drivers of this change. But, contemporary academia is a distinctly different beast. The enlightenment values of the liberal education model, once the dominant philosophy in universities across the world, are gradually being supplanted by a consumerist ideology (Furedi, 2011): Yesterday’s ‘Cathedrals of learning’ are being replaced by today’s ‘Supermarkets of facts’.

The Synergetic Approach to Liberal Education of the University Students

The thematic justification of this problem is driven by the emergence of a new stage in the development of liberal education of the students, where the most important idea is the synergy - the interdisciplinary field of research that sets its strategic objective to employ the limelight principles underlying the processes of students self-organization while studying the liberal arts. The purpose of the article is theoretical and methodological underpinning of the synergetic approach to liberal education of the students. The paper presents the theoretical foundations of the synergetic approach to liberal education in university that are expressed in the key concepts; in a trinity of the educational purposes-attractors; in the principles keeping the continuity of traditional and synergetic ideas; the functions determined by the essence and characteristic synergistic indications of liberal education; in the structure and content of the synergetic model of liberal education; in pedagogical conditions of employing the synergistic approach in liberal education (basic components of liberal education of the students). The article submissions may be useful for the specialists in the field of synergy, the researchers in the system of continuous professional education, the academic staff of the universities. The research is also recommended for the undergraduates, graduate students and students of universities specialized in research, the students of the continuous education and retraining. DOI: 10.5901/mjss.2015.v6n2s3p98

Dimension of Liberal Education in the Studies at a Technological University

The paper discusses the dimension of liberal education in the studies at a technological university emphasizing two aspects: socializing of studies of technical sciences and education of a professional – generalist. Liberal education in the studies at a technological university is regarded as a possibility to educate a professional with such abilities as communication skills, critical thinking, understanding of social context, professional ethics, scientific interest in professional development and motivation for further education. On the basis of the analysis of scientific literature, the paper presents theoretical model of liberal education in the studies at a technological university.

Okay, Well How About Applied Liberal Education? Making a Case for the Humanities Through Medical Education

THE CRISIS OF THE HUMANITIES Once upon a time, a solid grounding in the humanities was considered to be an essential component of what it means to be educated. This perspective once benefited from a rare consensus between the philosophy of higher education and the public’s sense of the role and purpose of the university. This might sound like revisionist history, but I use the term “consensus” in a relative sense. No doubt the humanities have always faced some kind of scrutiny from those inside and out of the academy. In fact, liberal education has been subject to ongoing debates about the influence of the marketplace and its role in preparing future generations. 1 However, it seems clear that the humanities, and the liberal education that served it, was generally thought to deserve a special place in a person’s educational life. So long as the humanities were granted this special place, universities were largely free to offer a liberal education on the terms that they saw fit. This arrangement is clearly over. On the one hand, the situation of the humanities in higher education has had a particularly rough time over the past few decades. We’ve seen a number of admirable defenses of liberal education in response. 2 But the trend has crossed a threshold. An entrenched economic crisis seems to have been the final straw for a Western culture that has written the vision of education in primarily economic terms. For the humanities, this serves as a kind of double humiliation. First, education’s agenda was “broadly” defined as an engine to economic growth and social mobility. Liberal education is not well-suited to such aims. But as long as governments were able to provide funding, and universities were able to maintain a sustainable level of enrollment, the humanities could be supported as a kind of luxury or perhaps as a signifier of tradition and prestige. However, recent developments in higher education in the U.K., Canada, and the United States all seem to indicate that the humanities cannot be supported even as an indulgence. Government shortfalls in university funding have so far shown that the humanities, and the model of liberal education that relies on them, will be the first to go. For those working in the humanities, the short-sightedness of this approach is obvious. But this only seems obvious because they have already been initiated into those values and forms of thought that make the reasons for preserving humanistic liberal education, both academic and educational, self-evident. These reasons are not so evident for policy makers struggling to keep shrinking budgets in check, nor are they compelling for those charged with making difficult decisions as the austerity process continues. This poses certain justificatory challenges in trying to defend the existence of the humanities in the university.

Education or Formation? The Issue of Personhood in Learning for Ministry

This article examines the theological methodology of ministerial formation used by Christian educators, contrasting a practioner perspective of learning with an academic model of liberal education. Exploring a model of theological habitus, it argues that issues of personhood and the culture of formation remain issues of concern to the practitioner. From this perspective, it offers a critique of the individualistic and competitive cultural trends in learning within academia, while highlighting the implications of its concern for formation for the development of partnerships between ministerial education and academic departments, as were encouraged by the Hind Report.

Two models and three uses for mock trials in justice education

This article distinguishes two models that incorporate three uses for mocks trials in criminal justice education. The first model, which I refer to as the Law School Model (LSM), adapts for undergraduate education the method that is commonly used in legal education (Kravetz 2001). It uses a single case and one mock trial during an entire semester, and pursues a deeper understanding of all pretrial and trials stages. However, few mock trial “kits” exist for educators pursuing this model. The second model, which I refer to as the Liberal Education Model (LEM), focuses on the trial itself and pursues understanding of the judicial system and substantial development of communication skills fostered by traditional liberal education. This article suggests that the LEM offers criminal justice educators greater flexibility because (1) it offers many complete mock trial “kits” for instant use, (2) it incorporates all three uses discussed in this article (whereas the LSM is limited to the first use), and (3) many disciplines in over 200 colleges and universities use it in courses and intercollegiate competitions.

Discipline and the Future of Art Education

Although sometimes framed as competing orientations to art education, society, the learner, and subject-matter drawn from art disciplines are necessary components of the field. The early 19th-century mental-discipline model of liberal education encompassed four metaphors that helped structure K-12 education as well as higher education: mind as muscle, social classes as mind and body, knowledge as object, and visual art as language. Disciplinary, structured knowledge changes in response to social factors and cultural contexts. Two notions of structure have interacted in the past century—the logical structure of content and the psychological structure of the learner. The emergence of scholarly disciplines has given us experts as models of knowledge. Discipline-based art education, like earlier approaches to art instruction, has adapted knowledge, metaphors, and modes of inquiry from other scholarly professions. However, as an curriculum content is simplified and organized for instruction, the complex richness of expert knowledge may be decontextualized, frozen in time, and treated as an end rather than a means to student understanding of art and of themselves in relation to the worlds of art. The future of art education depends on recognizing that knowledge and processes of inquiry are socially constructed, situated in sociopolitical contexts, and subject to change in response to intellectual climate.