Value Of Liberal Education Research Articles

자유전공학부 운영 현황 및 학생 특성 분석에 관한 연구

This thesis aims to guide the future development of the liberal studies system in Korean universities. It assesses the current state of universities with this system and analyzes student characteristics. The study delves into the concept of talent, educational goals, and main programs of liberal studies institutions in Korean universities. Additionally, it scrutinizes the talent concept, vision, and educational goals of I University's Liberal Studies Division, exploring concrete education programs. The research also examines traits of Liberal Studies Division students, surveying freshmen on motivation, satisfaction, participation, commitment, major decisions, and preferences. To establish the liberal studies system, the study suggests recognizing the tradition and value of liberal education, designing a systematic curriculum, implementing theme-centered classes for active student participation, and devising customized support strategies for rational major choices.

The existential concern of the humanities R.S. Peters’ justification of liberal education

Richard Stanley Peters was one of the founding fathers of analytic philosophy of education in the twentieth century. After reviewing Peters’ disentanglement of the ambiguities of liberal education, I reconstruct his view on the status and the existential foundations of the humanities. What emerges from my reconstruction is an original justificatory argument for the value of liberal education as general education in the sense of initiation into the heritage of the humanities. To close, I evaluate the scope and power of this argument from the existential concern of the humanities.

Decline and Renewal in the Liberal Arts as Themes for First-Year Writing

ABSTRACT Educators have long lamented the critical condition of the liberal arts in the United States, arguing that the ever- increasing pressure placed on schools to serve the marketplace has undermined the true meaning and value of liberal education. At present, while there is no shortage of solutions calling for sweeping changes in attitudes and structures, relatively few look at how we might respond at the level of instruction. In this article, I make a case for asking students formally, and in partial fulfillment of general education requirements, to confront the legacy of the liberal arts in the first-year writing classroom. I argue that liberal arts students need to learn about the liberal arts in substantive terms; otherwise they risk mistaking breadth requirements for mere diversions from their declared majors and fall into the habit of dismissing certain disciplinary and interdisciplinary principles as somehow superfluous to their degrees. Reporting on my own experiences teaching liberal arts themes, and offering evaluative summaries of possible course readings, I argue that introducing themes of decline and renewal in the liberal arts into the first-year writing curriculum will positively influence our students to make more thoughtful decisions before and after graduating.

Decline and Renewal in the Liberal Arts as Themes for First-Year Writing

Educators have long lamented the critical condition of the liberal arts in the United States, arguing that the ever-increasing pressure placed on schools to serve the marketplace has undermined the true meaning and value of liberal education. At present, while there is no shortage of solutions calling for sweeping changes in attitudes and structures, relatively few look at how we might respond at the level of instruction. In this article, I make a case for asking students formally, and in partial fulfillment of general education requirements, to confront the legacy of the liberal arts in the first-year writing classroom. I argue that liberal arts students need to learn about the liberal arts in substantive terms; otherwise they risk mistaking breadth requirements for mere diversions from their declared majors and fall into the habit of dismissing certain disciplinary and interdisciplinary principles as somehow superfluous to their degrees. Reporting on my own experiences teaching liberal arts themes, and offering evaluative summaries of possible course readings, I argue that introducing themes of decline and renewal in the liberal arts into the first-year writing curriculum will positively influence our students to make more thoughtful decisions before and after graduating.

BSN Graduates' Perceptions of Liberal Education

An integrative, professional nursing curriculum grounded in liberal education has the capacity to prepare empowered, competent, and humanistic nurses as well as informed, democratic citizens. The purpose of this qualitative research study was to explore the meaning of the lived- experience of recent Bachelor of Science in Nursing (BSN) graduates from a small private college in a curriculum grounded in a liberal education. The phenomenological psychological philosophy of Paul Colaizzi (1978) provided the theoretical foundation for this study. Twelve recent BSN graduates were interviewed. The three major themes that emerged were "confusion of the meaning of liberal education", "the value of liberal education", and "descriptions of the learning experiences."In conclusion, most recent graduate nurses were able to articulate the values of liberal education to professional nursing education after they understood the meaning of the term. The study suggests recommendations for strengthening curricular connections between liberal and professional learning .

Liberal Education ‐ Is it of Value to Practicing Accountants in New Zealand?

During the 1990s the value to an intending professional accountant of undertaking a period of liberal (general) studies was promoted internationally by a number of individuals and organisations, including the International Federation of Accountants (IFAC) and the New Zealand Institute of Chartered Accountants (the “Institute”). The Institute significantly changed its admissions policy for Chartered Accountants in 1996 and one change was to require four years of degree level study with a compulsory liberal studies component. This study surveys the perceptions of New Zealand accounting practitioners on the impact of this compulsory liberal component. The results of this study demonstrate that there is little support from accounting practitioners for IFAC’s claim that liberal education “can contribute significantly to the acquisition of professional skills”, including intellectual, personal and communication skills. In addition, the majority of respondents did not perceive any improvements in the professional skills of the staff that had qualified under the Institute’s current admissions policy. However, any perceived improvements were mainly attributed to the Institute’s admissions policy change. Notwithstanding the lack of support for the assertion that liberal education develops professional skills, there is a strong belief by respondents in the value of liberal education for intending professional accountants.

Technology and the values of a liberal education

Scholars in the humanities and social sciences have legitimate concerns about the impact of computer technology on their budgets, their time, and their institutions. The discipline of computer science, however, is extremely well suited to the values of a classical liberal education: students who study it become intimately acquainted with objectivity, critical thinking, and personal responsibility. As such, computer science and computer technology should be a welcome ally in the battle for the soul of America’s universities. In the long run, they inculcate values and intellectual habits that represent the best in American higher education.

Dawkins and the labor tradition: Instrumentalism and centralism in federal ALP higher education policy 1942–88

Abstract As Commonwealth Minister for Employment, Education and Training, John Dawkins has overturned prevailing methods of funding, organization and control of Australian higher education. By making funds dependent upon agreements to pursue national priorities, the Labor minister has also appeared to threaten the dominant objectives and philosophies of higher education. Recent policies (1987–88) have also been regarded as a betrayal of traditional ALP values. This paper argues that such an interpretation misrepresents the history of federal Labor policies in higher education and Dawkins' place within it Tertiary education has usually assumed prominence in the face of either actual or perceived national crises. When in office Labor has usually promoted instru‐mentalism of both an egalitarian and economic kind, and brought about an increasing centralization of Commonwealth control. Federal ALP MPs have also been ambivalent on the values of liberal education and academic freedom. On these grounds, the Dawki...

Nation, Duty, Character and Confidence: History at Oxford, 1850–1914

Modern history, introduced to Oxford in the 1850s, was a subject that was hardly ‘modern’. The governing bodies of the university, as well as its teachers, intended history to strengthen and perpetuate the traditional values of liberal education. Beginning with the fall of Rome and concluding in the eighteenth century, history was not an innovative or experimental study of recent, let alone contemporary, issues and events. Instead, the study of history began and continued as an epic illustration of the qualities required of England's governing elite. Within a rapidly changing society that found the future more compelling than the past, modern history organized history, politics, economics and law as testaments to the enduring qualities of individual character and national institutions. All the liberal disciplines at Oxford, as well as those at Cambridge and subsequently at the new civic universities, reflected a national consensus about moral progress and social order which was reinforced by the content of those disciplines. The general frame of mind and expectations could not be attributed uniquely to Oxford. But there can be little doubt about the powerful influence Oxford exercized upon those graduates who left the university to assume careers of considerable national importance. It may be argued that among the various disciplines, none made so earnest and sustained an attempt to produce the right kind of men, fit for any undertaking, as did the Honours School in Modern History.