scholarly journals A Milestone for Liberal Arts Education in Indonesia

2020 ◽  
Vol 8 (1) ◽  
pp. p26
Author(s):  
Matthew R. Malcolm ◽  
Juliana Tirza Mangilaleng ◽  
Daniel L. Kim
Keyword(s):  
Higher Education ◽  
General Education ◽  
Liberal Arts ◽  
Arts Education ◽  
Higher Education Institutions ◽  
Department Of Education ◽  
Liberal Arts Education ◽  
New Strategy

This article seeks to draw attention to a milestone in the development of Indonesian higher education, and to offer some evaluation of its significance. This milestone is the government’s new strategy regarding General Education in higher education institutions, which is laid out in an Indonesian-language book published by the department of education, and is presently being enacted across a range of higher education institutions.The approach taken is to offer a critical summary of the book, and then to focus on one instance of the enactment of its principles, as evidenced in two recent studies regarding the perspectives of stakeholders at an Indonesian university.In the light of this, it is suggested that the continued enactment of General Education in Indonesia will likely be accompanied by a painstaking negotiation between utilitarian and non-utilitarian impulses. This contributes to a growing picture of the implementation of liberal arts-style education in Asian settings.

A Historical and Global Perspective on Liberal Arts Education

2016 ◽  
Vol 5 (1) ◽  
pp. 5-22 ◽  
Author(s):  
Kara A. Godwin ◽  
Philip G. Altbach
Keyword(s):  
Higher Education ◽  
United States ◽  
Future Development ◽  
Liberal Education ◽  
Liberal Arts ◽  
Arts Education ◽  
The United States ◽  
Global Perspective ◽  
General Knowledge ◽  
Liberal Arts Education

Debates about higher education’s purpose have long been polarized between specialized preparation for specific vocations and a broad, general knowledge foundation known as liberal education. Excluding the United States, specialized curricula have been the dominant global norm. Yet, quite surprisingly given this enduring trend, liberal education has new salience in higher education worldwide. This discussion presents liberal education’s non-Western, Western, and u.s. historical roots as a backdrop for discussing its contemporary global resurgence. Analysis from the Global Liberal Education Inventory provides an overview of liberal education’s renewed presence in each of the regions and speculation about its future development.

The Erosion of Humanitas

Worldview ◽  
1974 ◽  
Vol 17 (7) ◽  
pp. 34-39
Author(s):  
Clyde A. Holbrook
Keyword(s):  
Higher Education ◽  
Liberal Arts ◽  
Arts Education ◽  
Liberal Arts Education ◽  
Cultural Economic ◽  
Social Differences ◽  
The People ◽  
The World ◽  
The Ideal

The role of higher education is crucial in a world that seems torn apart by cultural, economic, political and social differences, and yet is, at the same time, ever more closely drawn together by technology, travel, social and economic needs. Higher education offers no panacea for the disunity of this complex and confusing world. It should, however, contribute to a kind of understanding that spans the differences among the people of the world, or at least those within one country. In this connection liberal arts education is today in jeopardy, unsure of its competence to serve the ideal of humanitas that at one time was conceded to be both the stable ground and the ever elusive goal of higher education.

A Curricular Strategy for Liberal Arts Education in Historical Perspective

1973 ◽  
Vol 155 (3) ◽  
pp. 5-17 ◽  
Author(s):  
Leon Botstein
Keyword(s):  
General Education ◽  
New Hampshire ◽  
Liberal Arts ◽  
Arts Education ◽  
Historical Perspective ◽  
Theoretical Study ◽  
Liberal Arts Education ◽  
Practical Action

This article discusses the current dilemma with respect to undergraduate curricular strategies. After a brief review of the debate concerning general education and required liberal arts curricula, the author outlines the development of curriculum at Franconia College, Franconia, New Hampshire, during the years 1963–1973. This historical section leads into an outline of a proposal for a project-oriented curriculum which combines theoretical study and practical action.

Envisioning a Christian Liberal Arts Education

2002 ◽  
Vol 14 (1) ◽  
pp. 141-164
Author(s):  
James S. Jeffers ◽  
Keyword(s):  
General Education ◽  
Liberal Arts ◽  
Arts Education ◽  
Core Curriculum ◽  
Colleges And Universities ◽  
Christian Colleges ◽  
Liberal Arts Education ◽  
Christian Colleges And Universities ◽  
The Bible ◽  
Educated Person

Increasing specialization and the fragmentation of knowledge have become the hallmarks of contemporary higher education. The general education or core curriculum at American colleges and universities has gradually also lost its useful original purpose to help each student become an educated person with a clear set of beliefs and values, a citizen capable of leading a moral, compassionate, and committed life. Christian hitter education has followed this general trend, despite the fact that most Christian colleges and universities have a core identity which they want to pass on to their students. The Torrey Honors Institute at Biola University offers a way for Protestant Christian colleges to revitalize their liberal arts education. Its curriculum uses the Great Books of the West to combine the study of theology and the Bible with the study of the humanities and social sciences. Its pedagogy uses elements of active learning as well as mentoring and technical innovations, to enhance the classroom experience.

A Scarcity of Great Men

2016 ◽  
Author(s):  
Christi M. Smith
Keyword(s):  
Higher Education ◽  
Liberal Arts ◽  
Arts Education ◽  
Liberal Arts Education ◽  
Industrial Training ◽  
Predominantly Black ◽  
Black Schools ◽  
Ivy League ◽  
The Press ◽  
Elite Status

Chapter 6 explores the paths Howard and Oberlin took to attain elite status. The field of higher education increasingly emphasized liberal arts education for white elites and industrial training for blacks. Yet both Howard and Oberlin framed their students as having a unique capacity for leadership. Indeed, until the early 1900s, Howard was more likely than Oberlin to be linked in the press to the universities that have since been dubbed “the Ivy League” than to other predominantly black schools. Both Howard and Oberlin prioritized masculinity. While neither banned women, as did other universities, women were deprioritized in the colleges’ ascension to elite status.

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