Globalizing the Liberal Arts: Twenty-First-Century Education

Technological innovation and new economic terrain of the twenty-first century has called for higher education to re-examine how interdisciplinary ethnic studies and minority serving programs are positioned in the twenty-first century. This essay considers the utility of spaces like Black Studies departments and programs like the Mellon Mays Undergraduate Fellowship within the structure of Liberal Arts education today from the vantage a recent graduate. In the wake increasing hostility towards minority students and unfavorable media coverage of incidents on campus, colleges and universities must consider how rolling back minority focused academic and programmatic offerings alongside dramatic increases in contingent faculty and administrative staff hiring has left cultural voids. As Liberal Arts educators grapple with narrowing budget constraints and changing campus climates, the call for higher education employees who understand why disciplinary and programmatic offerings are tied to campus climate and how to use such resources grows louder. Scholar Administrators, in their ability to straddle the historically divisive line between faculty and staff, can help usher in a type of diversity that allows each student, faculty, and staff person to bear witness to the humanity in others, which ultimately is the heavy lifting of diversity.

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Redefining Liberal Arts Education in the Twenty-First Century

10.2307/j.ctv1s5nx1f ◽

2021 ◽

Keyword(s):

Liberal Arts ◽

Arts Education ◽

First Century ◽

Liberal Arts Education ◽

Twenty First Century

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Musica speculativafor the twenty-first century: integrating mathematics and music in the liberal arts classroom

Journal of Mathematics and Music ◽

10.1080/17459737.2014.927013 ◽

2014 ◽

Vol 8 (2) ◽

pp. 117-123 ◽

Cited By ~ 3

Author(s):

Jon Kochavi

Keyword(s):

Liberal Arts ◽

First Century ◽

Twenty First Century

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Academic Glossolalia? Pentecostal Scholarship, Multi-Disciplinarity, and the Science-Religion Conversation

Journal of Pentecostal Theology ◽

10.1177/0966736905056544 ◽

2005 ◽

Vol 14 (1) ◽

pp. 61-80 ◽

Cited By ~ 4

Author(s):

Amos Yong

Keyword(s):

Higher Education ◽

Liberal Arts ◽

Liberal Arts Colleges ◽

Science And Religion ◽

Natural Sciences ◽

First Century ◽

Institutions Of Higher Education ◽

The Social ◽

Twenty First Century

AbstractAs more and more Pentecostal institutions of higher education are being transformed from liberal arts colleges to universities, an increasing number of degrees in the social and natural sciences are being offered. At the same time, Pentecostals working and teaching in science and religion departments have not been engaged in the science-and-religion conversation in any measurable way. This essay attempts to chart the prospects for such an engagement by way of entering into dialogue from a Pentecostal perspective with three recent publications. Throughout, the importance and necessity for Pentecostal presence in the science-and-religion discussion is emphasized, especially with an eye toward revitalizing Pentecostal education, scholarship, and praxis for life in the twenty-first century.

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