Background: Forging 'new' decolonial education curriculum policy reform with ill-conceived intents may lead to both socio-political and economic pathologies and failure. Aim: The aim of the social sciences meta synthesis done was to consolidate gathered evidence from published scientific articles on decolonial curriculum reform policies. It was…

The author believes there are three conceptual and somatic (from the Greek, meaning "of the body") changes that could be made in order to better educate the student body and, thereby, help sustain the intellectual and social relevance of the liberal arts as a program of study. First, the commitment to what Sir Ken Robinson has called "the…

Are the humanities relevant enough to the average undergraduate to be included as a required part of a general education program? The University of Idaho (UI) is currently ten years into the challenge of implementing a cross-disciplinary, university-wide general education program--the UI Core--that has the attention, if not always the support, of…

A graduate of a course in history's great ideas and the processes of thinking about them encourages the development of similar courses, arguing that important aspects of intellectual development are being ignored in the current college curriculum. (MSE)

Scholars contend that the college curriculum is increasingly politicized and trivialized in the name of diversity. Students are taught that Western culture is tainted by racism, sexism, and oppression, and the belief that liberal education can transcend differences and provide help in leading a moral life is being lost. (MSE)

Throughout its history, American education has focused narrowly on practical and vocational issues and has ignored the need for intellectual development. The lesson is not yet fully learned, and an emphasis on critical thinking as a goal of education is only beginning to gather strength. (MSE)

Where does course content fit into the context of modern theories and practices of a liberal arts education? Two camps within the academic community are described: those who feel responsible for the personal growth of their students and those who see themselves as dispensers of information. (LBH)

Excerpts from Cornell University president Frank H. T. Rhodes's recent speech calling for a return to college curricula that enhances students' intellectual and moral well-being, provides more educational coherence and breadth, and embodies a philosophy of commitment are presented. (MSE)

The author defends and clarifies a previous assertion that college faculty may need to be taught to take advantage of classroom opportunities to make insights and awareness clear to their students. (MSE)

Wingspread Conference (October 1984) presentations are given: "Pilgrims and Immigrants: Liberal Learning in Today's World" (Frank F. Wong); "How Can One Know America, Who Only America Knows?" (Robert L. Nichols); "Internationalizing the Curriculum in the Natural Sciences" (Jack L. Carter); "International Perspectives on Campus" (Franklin M.…

"Politically correct" outlooks are to be neither wholly accepted nor wholly rejected; they are to be learned from. The self-scrutiny bred by concern about political correctness is an important part of the university tradition; and without it, colleges could not experience their current growing diversity. (MSE)

The traditional college curriculum is seen as a collection of answers for students who do not yet have the questions; an alternative approach that nurtures students' capacities for inquiry is suggested and outlined. (MSE)

General education programs need not be circuitous or formless. They should: stress development of the intellect; focus on problem-solving skills; integrate general objectives and professional competencies; and foster interdisciplinary studies. (MSE)

The general education curriculum should include academic experiences based upon selected theories of intellectual development. The works of Dewey, Piaget, and Perry provide the theoretical framework for an interdisciplinary model that takes cognitive development as the primary goal and disciplinary exposure as a by-product. (Author/MLW)

Arons's article on the role of critical thinking in the liberal arts curriculum is criticized for its assumptions about the high level of intellectual development of faculty and its condescension toward students. It is suggested that Arons's proposals for faculty development in critical thinking be extended to include both teaching and scholarly…