General Education Reconsidered

Autor/in	Schejbal, David
Titel	General Education Reconsidered
Quelle	In: Journal of General Education, 66 (2017) 3-4, S.217-234 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-3667
Schlagwörter	General Education; Liberal Arts; Curriculum Design; Skill Development; Communication Skills; Cultural Awareness; Ethics; Values; Information Literacy; Technological Literacy; Interpersonal Competence; Mathematics Skills; Critical Thinking; Competency Based Education; College Students; Experiential Learning; Wisconsin + Suchen Sie Ihr Suchwort? Allgemein bildendes Schulwesen; Allgemeinbildung; Lehrplangestaltung; Kompetenzentwicklung; Qualifikationsentwicklung; Kommunikationsstil; Cultural identity; Kulturelle Identität; Ethik; Wertbegriff; Informationskompetenz; Technisches Wissen; Interpersonale Kompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kritisches Denken; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Collegestudent; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	Public perception of the liberal arts is declining. Yet the cognitive skills that a liberal education aims to engender are the key skills that employers and the public value most. To address this seeming paradox, we must redesign the general education core and focus squarely on essential outcomes. Specifically, we must ensure that when students graduate, they are able to apply key cognitive skills such as effective communication, cultural sensitivity, ethics and values, information and technology literacy, relational skills, and quantitative literacy in their personal and professional lives. The most effective way to ensure this outcome is to focus on it directly and unequivocally in curriculum design. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01