The Unbearable Lightness of "Integrity in the College Curriculum." ASHE 1986 Annual Meeting Paper.

Autor/in	Reid, John Y.
Titel	The Unbearable Lightness of "Integrity in the College Curriculum." ASHE 1986 Annual Meeting Paper.
Quelle	(1986), (13 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; College Curriculum; Educational Attitudes; Educational Objectives; Educational Philosophy; Higher Education; Learning Experience; Position Papers; Reports; Skill Development; Undergraduate Study + Suchen Sie Ihr Suchwort? Educational attitude; Bildungsverhalten; Erziehungseinstellung; Educational objective; Bildungsziel; Erziehungsziel; Bildungsphilosophie; Erziehungsphilosophie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernerfahrung; Positionspapier; Abschlussbericht; Berichten; Kompetenzentwicklung; Qualifikationsentwicklung; Grundstudium
Abstract	Perspectives on the 1985 Association of American Colleges' report, "Integrity in the College Curriculum," are presented, with attention to connections between the report and ideas from the nineteenth and twentieth centuries. Using quotes from philosophers and scholars, attention is directed to: why the report was written and what it is about, how the report was received, and weaknesses of the report. The report claims there is a crisis in American education, a decay in the college course of study, and an indifference on the part of faculty who focus more on academic careers than on teaching. The report identifies nine experiences basic to a coherent undergraduate education. This paper argues that the report says nothing new, and the notions about the curriculum are distillations of ideas promoted by faculties of today and yesterday. Views about the report are supported by the positions of thinkers such as Dewey, Newton, and Henry Adams. The following views are presented: the report is not in the main current of intellectual thought; listing curricular essentials is an act of futility; the report is not grounded in a sensible notion of history; and the report provides scant evidence of any recognition of fundamental changes in the world and people's perceptions of it. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC