Liberal Education Research Articles

Trends in Science Humanities Convergence Education in Japanese Universities and their Implications

As science and technology advance, fundamental changes are taking place in individual lives and society. At this time, the dichotomous thinking that excessively distinguishes between science and humanities, as is prevalent in Korea and Japan, hinders the nurturing of the next generation’s capabilities. Since the 21st century, the Japanese government has continued to promote transversal and/or convergence education in science and humanities to overcome the limitations of early specialization in secondary education and the resulting limitations in college education. With the help of government financial and policy support, Japanese universities offer transversal education in a variety of ways, such as degree programs in interdisciplinary fields such as environmental studies and data science, a problem-solving-oriented curriculum, the activation of double major and minor systems, and bachelor degree programs in the liberal arts. Also, a trend began to redefine education goals to fit its nature and strengthen the liberal arts and sciences. This article explores the background and process of promoting transversal education through the Japanese government's official documents and articles, showing that it is being carried out within the larger framework of the pursuit of liberal arts in the 21<sup>st</sup> century. Lastly, this study shows that these trends fit into the context of liberal education and demonstrates how this field is reemerging globally.

The Symbolic Capital of the Neoliberal University

The paper examines the concerns about the enduring value of liberal education in the broader context of a shift from a liberal to a neoliberal society. While so much literature on "the neoliberal university" tends to characterize neoliberalism as a hostile force invading the sacred space of the university, the knowledge comprising neoliberalism is in large part the product of research coming out of universities. Using the concept of symbolic capital to explore the role of university researchers in developing and consecrating neoliberal ideas, the paper argues that even in this era of heightened skepticism toward experts and expertise, university researchers play a key role in shaping both formal policy and popular common sense. The paper ultimately characterizes the university as a key site of struggle over what gets to be considered knowledge, and academic workers as central to this ongoing and urgent political struggle.

Rosbercon Girls' Grammar School: the adoption of innovative educational practices in early 20th century Australia

PurposeThis paper explores the context within which experimental, pedagogically progressive schools were established in Australia during the first decades of the 20th century.Design/methodology/approachThe paper presents a case study of the establishment of Rosbercon Girls’ Grammar School. It draws on educator accounts, archival documents and contemporary literature to provide a brief narrative of the events leading to the opening of the school; to sketch the family of educators who were pivotal in making it a reality; and to identify key aspects of the social and legislative context that made such an initiative possible.FindingsRosbercon was established at a time when a modest school could be established relatively easily by a small group of educators with a shared vision. The early 20th century was a moment of national optimism in Australia, where an appetite for new educational ideas created a climate in which innovative educators found fertile soil for their pedagogical experiments and adaptation of emerging ideas from around the world. Their efforts were facilitated by an emerging global network of personal interactions, professional learning, professional associations and educational literature.Originality/valueThis paper addresses the relative lack of scholarly examination of the origins of Rosbercon Girls’ Grammar School, an institution that previous authors have identified as Australia’s oldest experimental school. The case study also contributes to a broader appreciation of the trajectory of progressive education during the early 20th century.

Historical Development of Alternative Education: Western Perspective

Abstract: This paper delves into the intricate tapestry of alternative education within the context of the Western world, tracing its historical trajectory from its inception to contemporary manifestations. Alternative education, often emerging as a response to mainstream educational paradigms, embodies diverse philosophies and practices aimed at fostering holistic development, critical thinking, and individualized learning experiences. Drawing upon historical records, philosophical treatises, and educational movements, this paper explores the evolution of alternative educational approaches, highlighting key figures, ideologies, and movements that have shaped its development over time. From the Renaissance humanism to the progressive education movement of the 20th century, this study elucidates the underlying motivations and societal contexts that have propelled the proliferation of alternative educational models. Moreover, it examines the enduring relevance and challenges faced by alternative education in the contemporary landscape, amidst changing societal dynamics and educational policies. This paper talks about the role of Montessori education, Waldorf education, STEM etc in western education. Through a comprehensive analysis, this paper illuminates the rich tapestry of alternative education in the Western world, offering insights into its historical significance and potential avenues for future exploration and innovation.

Exploring Narratives of Teachers Working with Culturally Diverse Students: Any Insights about Inclusion?

The aim of the present study is to capture the teachers’ reflections and lived experiences on the inclusion of culturally diverse students in Greek school settings. Through a qualitative narrative inquiry approach, teachers share their personal accounts and stories about their efforts, initiatives, and moves towards more inclusive schooling, as well as the barriers they face in the school environment. Five (n = 5) primary school teachers were recruited purposefully because of their work experience with culturally and linguistically diverse (CLD) students in mainstream, integration or reception classes. Narrative-discursive analysis unravels the effectiveness of inclusive practice in Greece for culturally diverse students according to specific aspects of inclusive pedagogy such as progressive education, transformative learning, innovative practices, and strategies, as well as school–family partnership. Teachers’ experiences revealed their complex work to handle the increasing diversity in schools and to respond to all students’ needs in a context of slow but steady measures towards inclusion.

Strategi Pendidikan Yang Memerdekakan Dalam Mengembangkan Keterampilan Abad 21

The focus on 21st-century skills has become a primary concern in education today, especially in the PPL school environment at SMA Negeri 3 Medan. This research aims to identify and analyze liberating educational strategies in developing 21st century skills in the school. The research method used is a qualitative approach with a case study method. Data was collected through interviews with teachers, classroom observations, and analysis of educational documents. The research results show that SMA Negeri 3 Medan has implemented several liberating educational strategies, such as project-based learning, collaboration between students, and empowering students in the learning process. These strategies are designed to improve 21st century skills, such as problem solving, critical thinking, collaboration, communication, digital literacy, and emotional skills. However, there are still several challenges faced by SMA Negeri 3 Medan in implementing liberating education strategies. Therefore, a strong commitment is needed from all relevant parties to continue to develop and strengthen liberating educational strategies to prepare students to face the demands of the 21st century.

The Process of Security Achievement Based on the Approach of Islamic Political Jurisprudence, Realism, and Liberalism

The study of security is one of the important and vital subjects in security studies, and the Islamic school of thought, along with other schools, has a specific perspective on security studies. The importance and necessity of research lie in the comparative explanation of the superiority of the theory of Islamic political jurisprudence in the field of the method of security studies. The question that this article aims to answer is how the process of security studies can be realized based on the principles of Islamic political jurisprudence and what prominences it possesses compared to the approaches of other schools in security studies. The research hypothesis is that Islamic principles have advantages over the other two schools in the process of the method of security studies. The research method used is descriptive-analytical, and library tools have been utilized. The results obtained in this study indicate that in the process of security studies, methods ranging from "force" and "power" to "persuasion" are employed. According to the democratic approach, persuasion is emphasized. However, in the liberal school, a dual policy can be observed, as they use the component of "persuasion" against liberals and the component of "force" against non-liberal countries. In Islamic political jurisprudence, comprehensive security can be achieved through adherence to religious teachings.

Exploring the Interplay Between Reading Proficiency, the Dimensions of Adult Reading Motivation, and the Academic Achievement of a Diverse Cohort of EFL College Learners

This article investigates the role of reading proficiency and reading motivation in the academic achievement of a cohort of college students enrolled in a Middle Eastern university that follows the American model of liberal arts education. Forty-eight (n = 48) students from diverse academic majors completed the adults reading motivation scale, following which we tested their reading proficiency and determined their academic achievement as a composite score based on midterm and final examinations, a course project, and class participation. Results revealed that reading proficiency and overall reading motivation are positively linked to academic achievement. However, while the reading motivational dimension of self-efficacy emerged as a significant factor in academic achievement, the dimensions of reading as part of self, reading for recognition, and reading to do well in other realms did not reach statistical significance as determinants of academic achievement. The study implications and suggestions for further research are discussed.

Independence and Interdependence: A Comparative Case Study of Individuals From Two Institutions in Mainland China and Hong Kong

<p style="text-align:justify">There has been a clear shift in higher education to prepare and empower the current students for a future quite different and more complex than that faced by previous generations. In particular, it is expected that they will possess comprehensive abilities to deal with challenges arising from new employment demands and beyond. While liberal arts education has a long history in the West, it has been increasingly implemented more recently in East Asia as one response to the need for educational reform. The research reported here is an empirical study of how liberal arts education has affected individuals from two institutions with distinctive interpretations of “liberal arts education” - University N, the first Sino-foreign joint university in mainland China, and University L, the only public liberal arts university in Hong Kong. Drawing on Bourdieu’s Theory of Practice, this study illustrates the interplay and balance among students’ practical concerns, their sense of social obligation fostered through liberal arts education elements and the wider social structure. Semi-structured interviews with senior students, fresh graduates, and educators were conducted to gather in-depth primary data. These reveal that, by providing interdisciplinary knowledge and transferable skill sets, a liberal arts education experience does enhance individuals’ personal agency and intellectual competencies in a professional context - they are trained to become independent thinkers and learners. Moreover, the “humanistic” aspect of liberal arts is also relevant: having engaged in various activities and programs, students in both universities are encouraged to care, cooperate, and make positive differences in their increasingly interconnected communities.</p>

텍스트마이닝 기반 데이터분석을 통한 전문대학 교양교과에 대한 사회적 담론과 현황이해

Objectives The purposes of this study, we seek to gain a macroscopic understanding of the social discourse and current status of liberal arts subjects in colleges in order to improve the quality and strengthen the liberal arts education in colleges.
 Methods To this end, ‘Big data’ was collected using the keywords of ‘junior college+liberal arts’ subjects appearing on the portal site, and data analysis was conducted using the liberal arts subject schedule of junior colleges in the Chungcheong and Gangwon regions as ‘retained data’. Keyword analysis, TF-IDF weight analysis, and network centrality analysis were performed in the big data analysis platform(TEXTOM), and CONCOR analysis was performed using the UCINET6.0 program.
 Results First, as a result of keyword analysis, keywords such as credits, graduation, and completion appeared in portal-collected big data, and in the case of retained data, keywords such as life, English, ability, and understanding were mainly found. Second, keywords with high TF-IDF values a ppeared in the order of ‘credits’, ‘bachelor’s degree’, ‘degree’, and ‘graduation’ in the case of portal-collected big data, and there appeared to be no difference in the case of retained data. Third, as a result of keyword centrality analysis, it was found that in the case of portal big data, ‘credit’ was out of the ranking in closeness centrality, and in the case of retained data, ‘English’ was found to be out of the ranking. Fourth, the clusters formed through CONCOR analysis were found to form two clusters for portal big data and four clusters for retained data.
 Conclusions Big data on liberal arts subjects at colleges showed that social discourse is being formed at a very formal level, such as basic materials related to bachelor's degrees, and the data shows that the nature of liberal arts subjects based on vocational fundamentals is still strong in the composition of subjects.

Examining student and faculty attitudes in developing a social justice studies minor

Social justice in education is becoming a more prominent and necessary area of study in higher education. Facets of social justice align directly with values of liberal arts education, and students who are exposed to social justice pedagogy develop the knowledge and skills necessary to meet critical learning outcomes associated with the liberal arts. Given such demands to incorporate social justice pedagogy and practice into curriculum, the purpose of this study was to understand student and faculty attitudes and values regarding social justice education in order to guide the creation of this academic program at our college, as well as other institutions, particularly liberal arts colleges and/or predominately white institutions, that are interested in creating or enhancing their social justice education programs. Themes from focus groups with students and faculty revealed needs, desires, and concerns from the campus community regarding social justice education. Additionally, we created a social justice studies program for our institution using a strategic review of existing curriculum, resulting in a new academic minor built on existing courses that required no new faculty lines and little additional work on behalf of the faculty. Insights from this process are shared.

Teaching Zora Neale Hurston’s Their Eyes Were Watching God in First-Year Composition

My teaching note explores how to teach Zora Neale Hurston's Their Eyes Were Watching God in first-year composition classrooms. I discuss the demographics of my classroom in a rural public university, and my students' reactions to reading the novel. This article highlights the successes and challenges of my classroom discussions and activities relating to reader comprehension and code switching. In addition, I explore ways to implement antiracist and feminist pedagogies while keeping students out of the "panic zone."

‘Postliberal education’ and/or ‘education in a postliberal world’? Exploring the critiques of liberalism and liberal education

ABSTRACT The purpose of this paper is twofold: first, to provide a clarification of how ‘education in a postliberal world’ differs from the concept of ‘postliberal education;’ and second, to contribute to an understanding of the backlash against liberalism and liberal education in recent years. The paper is primarily conceptual and only secondarily descriptive in that it prioritizes the importance of clarifying the conceptual haze surrounding the notion of postliberalism and related terms (i.e. illiberalism, anti-liberalism); it is argued that this conceptualization is necessary as these concepts have different educational implications in different political contexts. The paper outlines a number of broad dimensions that are important to explore in future research on the entanglement between postliberalism and education; it also discusses how the concept of postliberalism could be used fruitfully to account for changes in education in ways that take into consideration the recent critiques against liberalism and liberal education.

Women’s Empowerment in Agriculture in the Semi-Arid: A Case Study of Northeastern Brazil

ABSTRACT Gender inequality affects agricultural production and rural households’ capacity to build climate resilience, especially in developing countries. However, empirical research on promoting women’s empowerment in the face of environmental threats is limited, particularly in areas vulnerable to the impact of climate change, such as semi-arid regions. This study identifies factors promoting women’s empowerment in semi-arid regions and the mechanisms behind them. This mixed-methods case study was conducted in a semi-arid area in Northeastern Brazil, utilizing household surveys, key informant interviews, and focus groups. Results show that accessing targeted credit lines and extension services was significantly associated with empowerment. The qualitative findings suggest that adopting participatory mechanisms in policymaking and utilizing feminist pedagogy and popular education in the intervention delivery process was crucial to achieving women’s empowerment in the study area. HIGHLIGHTS Climate change increases risks for rural livelihoods, highlighting the need for resilience. Women’s empowerment is key to bolstering agriculture’s resilience in semi-arid regions, such as northeastern Brazil. Participatory approaches in policy design are crucial for women's empowerment success. Inclusion of feminist pedagogy in interventions enhances rural women’s empowerment.

Rasionalitas Kebijakan Desentralisasi Pendidikan di Provinsi Lampung (Kenyataan dan Harapan)

This research uses Max Weber's theory of rationality to describe the reality, hopes, and rationality of educational decentralization, which are included in the rational category or vice versa. Data was collected through interviews, and observations related to the phenomenon of reality, hopes, and rationality of educational decentralization in Lampung Province and analyzed qualitatively. The research results show that in reality, the education decentralization policy in Lampung Province is rational. Based on instrumental theory, guaranteed education costs (free school), educational infrastructure and educational scholarships can support the ability of decentralization policies. Rationality in the value at which individuals decide to continue or not to continue their education is relatively stable at the basic education level in Lampung province. In the affective rationale, the conditions between individual objects of education such as students and teachers are the spearhead of education at the lower level. Education personnel must shape the character of their students in line with freedom of learning in the world of education. However, traditional rationality, namely custom, ethnicity and religion, does not influence education decentralization policies. The hope for the future is that the decentralization of education in Lampung Province requires strengthening each region's commitment so that progressive education is implemented evenly and cannot be separated from the responsibility of the regional government.

종교교양교육으로 보는 마음공부: 감정, 공감, 취사를 중심으로

[Objective] This study aims to explore the key elements of mind study, namely emotion, empathy, and mindful choice, through ‘Meditation and Character Cultivation’, a religious liberal arts education course at Wonkwang University. [Contents] The research analyzes the religious liberal arts education at Wonkwang University, which is based on the founding spirit of Won Buddhism. Focusing on the ‘Meditation and Character Training’ course, it investigates the emergence and recognition of emotions, the enhancement of empathy abilities, and the process of mindful choice. In this process, the study illuminates the interrelationship between emotions and sensory conditions, as well as the diversity and complexity of emotions, examining how these elements play a crucial role in mind study. [Conclusions] This study demonstrates how the religious liberal arts education of Won Buddhism can contribute to socially harmonious behavior choices by integrating emotion awareness and empathy capacity. Particularly, it provides concrete examples of how mind study can play a positive role in religious liberal arts education.

대학 교양으로서 일반생물학 수업에서 ‘기후 변화’ 교육

Climate change is an urgent and important problem that all humanity must solve. Therefore, it is indisputable that climate change education should be provided in universities, especially as part of liberal education. This study explored possible climate change education in biology. For this purpose, we analyzed the contents of the general biology curriculum in the general education curriculum and investigated and analyzed the topics of the general biology curriculum offered by public and private universities in the metropolitan area and local regions. As a result we came to the conclusion that general biology classes as a liberal arts subject must, in principle, include an ecology unit in the curriculum. However, most universities in Korea do not include this unit in their general biology curriculum. As a countermeasure, even if the entire ecology unit cannot be included in the curriculum for one or two semesters, the class can connect five to six topics related to climate change to other units. Otherwise, like some universities, there is a need to open a separate ecology course. Alternatively, other science courses that include climate change could be offered. In this case, though, guidance is needed for students to take the courses, and the need for climate change education for teachers in charge of course guidance remains an issue. In addition, various other liberal arts education subjects, including not only biology but also natural sciences, humanities, and social sciences, should also make such attempts to help solve the problem of climate change. Moreover, we propose adding content on climate change to the ‘Purpose of Liberal Education’ statement established by the Korea National Institute for General Education.

MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DALAM PEMECAHAN MASALAH MATEMATIKA: PERSPEKTIF FILSAFAT DAN ADVERSITY QUOTIENT

This study aims to explain critical thinking skills in solving mathematics problems using a philosophical perspective, especially from Progressive Education Theory and Adversity Quotient. The research method used is a literature study by utilising primary data in the form of books, online journals, and seminars that discuss critical thinking skills, problem solving, John Dewey's Progressive Education Theory, and Adversity Quotient. The results of data analysis show that critical thinking skills have a central role in dealing with mathematical problems. John Dewey's Progressive Education Theory can be a guide for teachers in choosing learning models that encourage students' active involvement in the learning process in the classroom. Meanwhile, Adversity Quotient has a positive influence on critical thinking ability.

A direct approach to civic formation that preserves the spirit of pure liberal education

Abstract According to one historic view of liberal education, such education is incompatible with the express pursuit of civic goods. Call that view ‘pure liberal education’. Students engaged in pure liberal education are set free, temporarily, from utilitarian concerns, for a course of study aimed at intrinsic goods—most notably knowledge but also the formation of a virtuous mind. Proponents claim that a direct pursuit of civic goods would compromise the mode, matter, and/or integrity of pure liberal education—that is, its freedom from utilitarian concern, its wide-ranging and intrinsically valuable subject matter, and its commitment to following the truth wherever it leads. In reply, I offer a pedagogy that requires (almost) no departure from the pure liberal ideal yet which reserves a modest, though important, place for civic formation. That place emerges from the fact that academic and civic life ‘overlap’ in an important respect: both involve a conversation and thus a common set of virtues. The latter consist in those practices and dispositions that enable the conversation to go well, by encouraging mutual understanding and the formation of true beliefs. The existence of this overlap provides a way for pure liberal educators, who already expressly influence their students’ academic formation, to likewise influence their civic formation. It consists in teachers consciously developing those virtues in their students, along with an awareness of the virtues’ relevance for civic life. This pedagogy retains the matter and integrity of pure liberal education, with only brief introductions of the practical mode.

Dwelling with sustainable pedagogy aboard Amtrak: pathways for transdisciplinary and affective general education

ABSTRACT Intersecting pressures within higher education ask geographers to be ever-more applied, global, community-engaged, field-based, and sustainable. Particularly within the liberal arts education systems, we navigate these pressures for both students seeking geography degrees and those completing their general education. While aspirational if often economically driven, these goals are in some ways contradictory. How can a course be both field and community based? How can a program deliver global and sustainable experiences? Where is the balance between applied practice and critical theory? Focusing beyond these high-level questions, while nevertheless engaging with them, we question the very possibility of drawing upon the legacy of community-based field research to offer a study away experience to students that not only teaches sustainable tourism, but practices it. Using autoethnographic fieldnotes and student surveys, we ask how field-based programs may show significant curricular application both within and beyond geography. We do so via a case study of our Amtrak Tourism: Trains, Cities, and Sustainability domestic faculty-led study away program which seeks to simultaneously practice and teach multiple forms of place-based sustainable-tourism. Our findings point towards the significance of slow tourism and dwelling as key components necessary in navigating both the pedagogical and touristic paradoxes programs such as our face.