The Arts in General Education Ideology: Some Critical Observations

Art Education ◽  
1983 ◽  
Vol 36 (4) ◽  
pp. 34 ◽  
Author(s):  
Ralph A. Smith
Keyword(s):  
General Education ◽  
The Arts

scholarly journals Drawing in the Digital Age: Observations and Implications for Education

Arts ◽  
2019 ◽  
Vol 8 (1) ◽  
pp. 33
Author(s):  
Seymour Simmons
Keyword(s):  
General Education ◽  
Art Education ◽  
Visual Art ◽  
Digital Age ◽  
Annual Symposium ◽  
Digital Revolution ◽  
Professional Programs ◽  
The Arts ◽  
Architecture And Design ◽  
The Brain

This paper looks at recent examples of how drawing is advancing into the digital age: in London: the annual symposium on Thinking Through Drawing; in Paris: an exhibition at the Grand Palais, Artistes et Robots; a conference at the Institut d’études avancées on Space-Time Geometries and Movement in the Brain and in the Arts; and, at the Drawing Lab, Cinéma d’Été. These events are contrasted to a recent decline in drawing instruction in pre-professional programs of art, architecture, and design as well as in pre-K12 art education due largely to the digital revolution. In response, I argue for the ongoing importance of learning to draw both in visual art and in general education at all levels in the digital age.

Introduction

1992 ◽  
Author(s):  
Richard M. Freeland
Keyword(s):  
World War Ii ◽  
General Education ◽  
College Education ◽  
Undergraduate Curriculum ◽  
Student Population ◽  
Social Consequences ◽  
Academic Leaders ◽  
Active Involvement ◽  
The Arts ◽  
History Of

This book began as an exploration of a paradox in the history of American universities. In the twenty-five years following World War II, the student population served by these institutions became more diverse and the societal purposes they served became more varied. Yet, during the same period, universities themselves became more alike. The contradictions were easy to observe. It was obvious that the academic and social backgrounds of students—and consequently their needs, skills, and interests—became more heterogeneous in the postwar years, yet the undergraduate curricula of universities increasingly stressed highly academic subjects, especially the arts and sciences. Similarly, universities pursued a well-documented trend toward greater involvement in practical affairs and social problem solving in the 1950s and 1960s, while also adhering to a narrowing focus on doctoral programs and research in the basic disciplines. I wanted to understand the forces, both internal and external to campuses, that promoted this puzzling conjunction of converging characteristics and expanding functions. I also wanted to assess the academic and social consequences of this pattern. The decline of institutional diversity was only the most startling of a number of apparently inconsistent developments associated with an era of historic growth among universities. Almost as curious was the fact that, while expansion occurred mostly to accommodate increased demand for college education, institutional attention to teaching diminished, as did concern about the undergraduate curriculum. Meanwhile, graduate programs, whose chief function was to train college teachers, tended to slight preparation for instructional work and to nurture research skills. Indeed, as growth intensified academia’s role in socializing the nation’s youth, universities dismantled the programs of general education that were the primary vehicles they had created for that purpose. More broadly, the active involvement of universities in the definition and resolution of social problems went hand in hand with the consolidation of an academic value system quite remote from most Americans. Even the increasing heterogeneity of the student population was not free of contradiction. Academic leaders claimed credit for making their institutions more democratic during the postwar years by reducing traditional barriers to admission—including those of income and race.

scholarly journals CI 101: Community Informatics as General Education

2015 ◽  
Vol 11 (2) ◽  
Author(s):  
John M Carroll ◽  
Eric Obeysekare
Keyword(s):  
General Education ◽  
Community Informatics ◽  
The Core ◽  
Program Of Study ◽  
The Arts ◽  
General Skills ◽  
Education Requirements ◽  
General Education Requirements ◽  
Core Requirements

In some countries, university students fulfill a set of general education requirements in addition to the core requirements for their major program of study. The role of general education requirements is to broaden students, particularly with respect to general skills and knowledge such as reasoning, communicating, understanding the natural and social world, and appreciating cultures, the arts, and human values. In this paper, we propose that community informatics can be part of contemporary general education. We present a brief course outline for a notional CI 101 in order to promote more concrete consideration and critical analysis of this proposal.

Integral and Undiminished: The Arts in General Education

1978 ◽  
Vol 64 (5) ◽  
pp. 30-35 ◽  
Author(s):  
Charles B. Fowler
Keyword(s):  
General Education ◽  
The Arts

Rural Shakespeare and the Tragedy of Education

2019 ◽  
pp. 106-114
Author(s):  
Jeffrey Osborne
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
General Education ◽  
First Generation ◽  
Economically Disadvantaged Students ◽  
Arts And Humanities ◽  
Literature And Philosophy ◽  
Democratic Practice ◽  
The Arts ◽  
Education Seminar

How do professors connect Shakespeare to “something like social justice and democratic practice” when students see higher education as suspect and “learning as an act of cultural betrayal”? This is the challenge faced by many of those teaching early modern texts to first-generation economically disadvantaged students in rural com- munities who have been raised to doubt that “the arts and humanities have any positive value at all.” This chapter proposes that the first step in engaging such students is helping them see that their disaffection is the result of their having actually been “the objects of an injustice.” Osborne describes a general education seminar in literature and philosophy which gives students space to temporarily “suspend and question their values.” Here, the tragedies of Shakespeare and other authors enable the kind of productive disorientation (aporia) that enables rediscovery and leads to a hunger for justice.

scholarly journals PRINCIPLES OF THE U. S. GENERAL EDUCATION CURRICILUM DESIGN

2020 ◽  
pp. 214-223
Author(s):  
Svitlana FEDORENKO ◽  
Keyword(s):  
General Education ◽  
Learning Strategies ◽  
Personal Development ◽  
Teaching And Learning ◽  
Undergraduate Curriculum ◽  
Component Composition ◽  
Academic Experience ◽  
Transferable Skills ◽  
General Education Curriculum ◽  
The Arts

On the basis of the analysis of the U. S. general education curriculathe three mainprinciples oftheir design (i.e. content, teaching and learning strategies, assessment and evaluation processes) are identified and enlarged upon: principle of systemicity (supported by identifying components of general education and specify-ing its tasks as a system to ensure its integrity and focus on forming students’ transferable skills); principle of plu-ralism (focused on taking into account constant sociocul-tural changes in globalized pluralistic societywithin dif-ferent knowledge areas of general education); principle of effectiveness (based on defining the outcomes of learning and personal development of students in the system of general education). The general education component in the undergraduate curriculum is highlighted as the core of the undergraduate academic experience developing im-portant intellectual and civic capacities of students. The typical content of general education curriculum at the U. S. higher education institutions is outlined, comprising “thecommunicative component” (composition and rhetoric coursesorwriting studies,and first year seminarson various sociocultural themes), and “the breadth compo-nent” (the arts, natural and social sciences, and mathe-matics). It is stated that the U.S.general education is intended to acquaint students with sociocultural knowledge accumulated by humanity; promote better self-understanding and awareness of their place and role in society; develop the ability to adequately assess the pos-sibilities for their self-realization; teach students to think independently and critically, and to communicate in a civilized and effective way with other people and the world at large

De Cordoue à Byzance

1996 ◽  
Vol 6 (2) ◽  
pp. 215-262 ◽  
Author(s):  
Marwan Rashed
Keyword(s):  
General Education ◽  
Considerable Influence ◽  
13Th Century ◽  
Medical Problems ◽  
Transmission Of Knowledge ◽  
The Arts ◽  
Intellectual Milieu ◽  
The Mediterranean ◽  
The University

The editing of three anonymous Greek texts preserved in the Parisinus Suppl. gr. 643 allows us to clarify certain ideas on the transmission of knowledge in the Mediterranean during the second half of the 13th century. These texts – an introduction to the Physics of Aristotle, one to De generatione et corruptione and a page of Medical Problems – are in fact translations from Latin probably made at Salerno at the end of the Norman period or at the beginning of the Angevin dynasty. They allow us to establish the influence of the Parisian Faculty of Arts on the Sicilian intellectual milieu of the period and to illustrate how, whilst remaining true to its medical vocation, the University of Salerno evolved nonetheless towards a model of general education in the Arts. Finally these texts reveal the considerable influence – both philological and doctrinal – of Arabic learning on the Aristotelian teaching of their author. This very fact, combined with the presence of the Parisinus in Byzantium, in an environment of advanced philological learning, a few decades after its composition, leads us to question our understanding of the Palaeologan Renaissance as well as its independence with regard to the Arabo-latin scholarly tradition of the 13th century.

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