scholarly journals Toward a 2.0 Compact for the Liberal Arts

Daedalus ◽  
2019 ◽  
Vol 148 (4) ◽  
pp. 217-234
Author(s):  
Earl Lewis
Keyword(s):  
Liberal Education ◽  
Liberal Arts ◽  
American Association ◽  
Learning Experience ◽  
Different Types ◽  
The Face ◽  
Changing World

New demands on learning coupled with new concerns about a changing world have resulted in a new focus on what constitutes a durable learning experience in a liberal arts setting. While the noise of a crisis in the liberal arts can be distracting at times, what we learn is that different types of schools continue to answer the question of why the liberal arts remain an effective educational option. This essay argues that they are only beginning to address what is durable and adaptable about the liberal arts in the face of automation. While many have endorsed the LEAP (Liberal Education and America's Promise) framework developed by the American Association of Colleges & Universities, which called for the liberal arts to be in the nation's service, the original framework did not fully anticipate the rate, scale, and far-reaching impact of automation. What is needed is a liberal arts 2.0, one that prepares learners to become robot-proof in a world in which many will find themselves with robotic helpers.

Constraints and Opportunities

1996 ◽  
Author(s):  
Adam Yarmolinsky
Keyword(s):  
Higher Education ◽  
Liberal Education ◽  
Liberal Arts ◽  
Professional Training ◽  
Resource Constraints ◽  
Graduate Degrees ◽  
Building Maintenance ◽  
The Face ◽  
External Causes ◽  
Small Liberal Arts Colleges

Liberal education has always proved a challenge to deliver systematically, if only because by its very nature it is difficult to specify. In the United States, institutions that seek to offer liberal education on the threshold of a new century operate under new or, at least, significantly more chafing constraints. This article examines some of these constraints and suggests ways in which they can be relieved or accommodated. The principle constraints discussed here are those of shrinking material resources, expanding and accelerating expectations, and increasing heterogeneity across the student body. In the face of these constraints, academic institutions from small liberal arts colleges to large research universities are no better able than other institutions to adapt themselves to changing circumstances—and perhaps a little bit less so. Resource constraints stem from internal and external causes. The internal causes, I will argue, are the result of an economic anomaly. It is not possible for the direct delivery of liberal education to become significantly more efficient in the same way that other economic processes do, at least in part because liberal education is not something that can be "delivered": thus, there is a productivity lag behind other sectors in the economy. The institution cannot fully compensate for this lag by making improvements in the efficiency of other activities (e.g., computing or building maintenance). The external causes, in the public sector, arise from the insistent demands for other uses of public funds, combined with continued popular resistance to tax levels comparable to those of other industrial democracies. In the private sector, the external cause is the declining capacity (or willingness) of families and individual payers to meet even a partial share of the cost of liberal education. Other constraints result from expanding and accelerating expectations as students and their families demand that they be prepared for specific jobs or get a leg up on specific postgraduate professional training. In a sense this is the other side of the coin of employers' broader demand for higher education. As the proportion of jobs requiring undergraduate and graduate degrees has increased, the vocational aspect of higher education has increased accordingly.

Platón, Einstein y el triunfo de la imaginatividad cosmológica

1998 ◽  
pp. 87-98
Author(s):  
T. M. Robinson
Keyword(s):  
Dynamic Model ◽  
Striking Similarity ◽  
Empirical World ◽  
The World ◽  
Modern Cosmology ◽  
Different Types ◽  
Physical Objects ◽  
Changing World

This article argues the following five claims: 1. Plato’s description of the origins of cosmos in the Timaeus is not a myth, nor something unlikely: when he called it an eikos mythos or eikos logos, he meant a likely or trustworthy account on this very subject. 2. Among the details in this account, the following are prominent and surprising: a) the world was fashioned in time, in that precise point that was the beginning of time; b) several kinds of duration can be distinguished in cosmology (mainly eternity, sempiternity, perpetuity and time); and c) space is an entity characterized by movement and tension. 3. In the Statesman, Plato repeats much the same thing, adding this time the strange notion that the universe’s circular movement is periodically reversed. 4. In spite of the important differences in detail, there is a striking similarity between Plato’s account of the origins of the world and the explanation adopted by much of modern cosmology. 5. What Plato shares with so many instances of recent thought is here termed “cosmological imaginativity”. A first section of the paper deals exclusively with the Timaeus. Claims 1 and 2a are supported by a revision of the meanings of mythos and logos, followed by brief reference and discussion of the argument at Timaeus 27d, leading to the conclusion that Plato affirms that the ever-changing world has indeed had a beginning in time. Claim 2b describes five different types of duration, corresponding to Forms, the Demiurge, Space, the [empirical] world and its contents, physical objects. The second section is concerned with the myth in the Statesman, discussing it as a parallel and describing its peculiar turn to the Timaeus’ cosmology and cosmogony, a complex spheric and dynamic model. After digressing into some important ideas in modern cosmology, touching especially on affinities of some of Einstein’s ideas with of Plato’s own, the paper closes with a discussion of cosmological imaginativity, oriented to recover and recognize fully Plato’s greatness as a cosmologist.

Rethinking Liberal Education

1996 ◽  
Keyword(s):  
Liberal Education ◽  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
Approaches To Learning ◽  
Academic Departments ◽  
Substantial Contribution ◽  
Howard Gardner ◽  
Ernest Boyer ◽  
Education Needs ◽  
Changing Times

Liberal education has always had its share of theorists, believers, and detractors, both inside and outside the academy. The best of these have been responsible for the development of the concept, and of its changing tradition. Drawn from a symposium jointly sponsored by the Educational Leadership program and the American Council of Learned Societies, this work looks at the requirements of liberal education for the next century and the strategies for getting there. With contributions from Leon Botstein, Ernest Boyer, Howard Gardner, Stanley Katz, Bruce Kimball, Peter Lyman, Susan Resneck Pierce, Adam Yarmolinsky and Frank Wong, Rethinking Liberal Education proposes better ways of connecting the curriculum and organization of liberal arts colleges with today's challenging economic and social realities. The authors push for greater flexibility in the organizational structure of academic departments, and argue that faculty should play a greater role in the hard discussions that shape their institutions. Through the implementation of interdisciplinary and collaborative approaches to learning, along with better integration of the curriculum with the professional and vocational aspects of the institution, this work proposes to restore vitality to the curriculum. The concept of rethinking liberal education does not mean the same thing to every educator. To one, it may mean a strategic shift in requirements, to another the reformulation of the underlying philosophy to meet changing times. Any significant reform in education needs careful thought and discussion. Rethinking Liberal Education makes a substantial contribution to such debates. It will be of interest to scholars and students, administrators, and anyone concerned with the issues of modern education.

scholarly journals Approaches to the Mechanical Properties of Threaded Studs Welded to RHS Columns

Materials ◽  
2021 ◽  
Vol 14 (6) ◽  
pp. 1429
Author(s):  
Ismael García ◽  
Miguel A. Serrano ◽  
Carlos López-Colina ◽  
Fernando L. Gayarre ◽  
Jesús M. Suárez
Keyword(s):  
Mechanical Properties ◽  
Tensile Tests ◽  
Efficient Solutions ◽  
Bolted Joints ◽  
Building Structures ◽  
Static Behavior ◽  
Steel Tubes ◽  
Punch Test ◽  
Different Types ◽  
The Face

The use of Rectangular Hollow Sections (RHS) as columns in steel construction includes important advantages like higher mechanical strength and fire resistance. However, the practical demountable bolted joints between beams and columns are not easy to execute, due to impossibility of access to the inner part of the tube. The use of threaded studs welded to the face of the tube and bolted to the beam by means of angle cleats is one of the cheaper and most efficient solutions to obtain beam–column joints with a semi-rigid behavior, as is usually sought in building structures. Nevertheless, it is important to point out that the stud-diameter and the stud-class selection may affect the mechanical properties of the welded parts of the joint. In this paper, 8MnSi7 (with a commercial designation K800) and 4.8 threaded studs were welded to RHS steel tubes and mechanical properties on the weld, the Heat Affected Zones (HAZ), and the base metal were obtained in two different ways: through a correlation with the Vickers hardness and by means of the Small Punch Test (SPT). A study of the microstructure and tensile tests on the threaded studs and in the columns was also carried out. The research involved different types of stud qualities, tube wall thicknesses, and stud diameters. The work presented in this paper proved that in most cases, the welded joint between these studs and the RHS steel tubes present a reasonable static behavior that fulfils the requirements for the beam–column joints under static loading.

The Multimedia Classroom

1976 ◽  
Vol 35 (2) ◽  
pp. 173-177
Author(s):  
Stuart McRae
Keyword(s):  
Community College ◽  
Student Teacher ◽  
Alternative Model ◽  
First Generation ◽  
Learning Experience ◽  
Learning Center ◽  
Santa Fe ◽  
Different Types ◽  
First Generation College

We need an alternative model to education that will turn students on to learning. Such a model must recognize the ability each student brings to the learning experience. At the Learning Center for Anthropology at Santa Fe Community College in Gainesville, Florida, a smorgasbord of experiences using different types of media was substituted for the traditional academic menu. Early studies show several definite trends for the multimedia classroom: increased student-teacher contact; increased performance by students who are first generation college participants; decreased course costs per student-hour; and greater individualization of instruction.

ABH and Lewis histo-blood group antigens, a model for the meaning of oligosaccharide diversity in the face of a changing world

Biochimie ◽  
2001 ◽  
Vol 83 (7) ◽  
pp. 565-573 ◽  
Author(s):  
Séverine Marionneau ◽  
Anne Cailleau-Thomas ◽  
Jézabel Rocher ◽  
Béatrice Le Moullac-Vaidye ◽  
Nathalie Ruvoën ◽  
...  
Keyword(s):  
Blood Group ◽  
Blood Group Antigens ◽  
The Face ◽  
Changing World

scholarly journals The Effect of the COVID-19 Pandemic on Learning Quality and Practices in Higher Education—Using Deep and Surface Approaches

2021 ◽  
Vol 11 (9) ◽  
pp. 462
Author(s):  
Salah Alhammadi
Keyword(s):  
Student Engagement ◽  
Student Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Mode Of Delivery ◽  
Class Discussion ◽  
The Face ◽  
Face To Face Learning ◽  
Future Of Education

This paper explores the student learning experience using technology as an e-learning tool during the COVID-19 pandemic. This article utilized qualitative methods to examine the quality of student learning using deep and surface approaches to understand what influences student engagement with technology. Interviews were conducted with 21 students from various academic majors using deductive content analysis to evaluate their responses. The findings show that technology increased student engagement with class discussion, and students became more informed about lecture material. It is noteworthy that there were some variations in the students’ interpretation of the learning experience with technology, indicating a gap in the quality of learning. Notably, there was an improvement in grades compared to the last online session and the face-to-face learning experience prior to the COVID-19 pandemic, and there were fewer missing quizzes and late assignments. These outcomes may be used to enhance teaching strategies and problem solving within teaching and learning to develop a new mode of delivery. In addition, these findings are important for the future of education in a post-pandemic world.

scholarly journals Law School as Social Innovation

2017 ◽  
Vol 48 (2) ◽  
pp. 225
Author(s):  
Lorne Sossin
Keyword(s):  
Student Learning ◽  
Public Interest ◽  
Social Innovation ◽  
Learning Experience ◽  
Legal Education ◽  
Rapid Change ◽  
Law School ◽  
Legal Knowledge ◽  
Law Schools ◽  
The Face

Legal education is in the midst of a range of challenges and disruptions. This address outlines these dynamics, and explores the potential of social innovation as a model for law schools which both responds to current challenges and enhances resilience in the face of disruption. By reframing legal education as facing outward, and advancing its public interest mandate through partnerships, collaboration and academic initiatives designed to solve social problems, law schools can enhance the student learning experience, generate new forms of legal knowledge and thrive at a time of rapid change. Address delivered at the Australian Law Teachers Association (ALTA) 2016 Conference in Wellington on 8 July 2016.

scholarly journals A Study on the Educational Performance Analysis of Classical Education Based on Academic Interest Level

2021 ◽  
Vol 15 (3) ◽  
pp. 83-95
Author(s):  
Soon Koo Kwon ◽  
Seungjoon Yoon
Keyword(s):  
Liberal Education ◽  
Liberal Arts ◽  
Educational Performance ◽  
Individual Interest ◽  
Academic Interest ◽  
Classical Education ◽  
Positive Effects ◽  
Interest Level ◽  
The Individual ◽  
Education Performance

Recently, in higher education, both the necessity and the importance of a liberal education that contains an element of classical reading have been emphasized. However, it is difficult to find educational performance related with those educational programs. In order to investigate the educational performance of classical reading, surveys were given to students who were taking a ‘Reading Famous Writings’ course established at the Liberal Arts College of A university.Moreover, to investigate the differences in the educational effects of classical education, we conducted additional analysis according to the level of individual interest. To this end, pre and post surveys were conducted, which included a classical education performance scale and an academic interest scale.As a result of this study, we found that students who were taking this course improved certain competencies, namely, reading comprehension, communication, and creativity. In contrast, there was no improvement in academic interest, whether it be on an individual or situational level. However, we did find that the individual interest of students who were categorized as having a lower level of individual interest did indeed improve after taking this course. Through this study, we proved that some positive effects of a liberal education containing a classical reading element, especially as seen in the course called ‘Reading Famous Writings’, were experienced by the students.

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