How Well Do 158 Prospective Elementary Teachers Know Arithmetic?

1960 ◽  
Vol 7 (3) ◽  
pp. 141-146
Author(s):  
Elbert Fulkerson
Keyword(s):  
Elementary Education ◽  
Liberal Arts ◽  
Number System ◽  
College Of Education ◽  
Careful Study ◽  
Arts And Sciences ◽  
Liberal Arts And Sciences ◽  
The Subject ◽  
Professional Treatment ◽  
The University

For the Past Several Years the College of Education of Southern Illinois University has required its students majoring in elementary education to take a course known as Mathematics 210, which is described in the University Bulletin as a “professional treatment of the subject matter of arithmetic methods and a study of trends and current literature on the teaching of arithmetic.” This course is offered by the Mathematics Department of the College of Liberal Arts and Sciences and carries four quarter hours of credit. I ts prerequisite is a general mathematics course which does not count toward a major or minor in mathematics but which does include, however, a careful study of the real number system and other topics providing a better understanding of arithmetic and elementary algebra.

scholarly journals “The Gods Must Be Crazy”: Students’ Attitudes and Dispositions as Enablers and Blockers to Internationalization

2020 ◽  
pp. 102831532096428 ◽  
Author(s):  
David Ehrhardt ◽  
Caroline Archambault
Keyword(s):  
Liberal Arts ◽  
Intercultural Learning ◽  
Course Content ◽  
Arts And Sciences ◽  
Explicit Attitudes ◽  
Teachers And Students ◽  
Liberal Arts And Sciences ◽  
The Subject ◽  
Students Attitudes

This article argues that students’ attitudes and dispositions can be important enablers or blockers to effective internationalization of the curriculum in higher education. Using a case study of teaching African studies at a Dutch Liberal Arts and Sciences college, this article shows that students have mixed explicit attitudes toward the subject matter, but more consistent implicit dispositions that influence their understanding. Specifically, our students show strong dispositions toward agency, rationality, separation, and similarity, which clarifies some aspects of the course content but obscures others. As such, they function as both enablers and blockers to intercultural learning. Since dispositions are common among university students and relevant to a wide array of intercultural learning contexts, this study offers important insights for designing and implementing effective internationalization—in particular, the need to tailor our efforts to the specific constellation of attitudes and dispositions, the course content, and the skills of both teachers and students.

scholarly journals Programme Structure and Academic Freedom: An Analysis of the "New Programme" in Architecture at the University of Toronto 1968-1983

1986 ◽  
Vol 16 (3) ◽  
pp. 13-29
Author(s):  
Julia Antonia Eastman
Keyword(s):  
Liberal Arts ◽  
Faculty Members ◽  
Arts And Sciences ◽  
University Of Toronto ◽  
Body Of Knowledge ◽  
Primary Mechanism ◽  
Liberal Arts And Sciences ◽  
Communication And Coordination ◽  
The University ◽  
Academic Programme

The degree of autonomy available to an individual professor depends upon the nature of the academic programme(s) to which he or she contributes. Some programmes communicate information to students by means of discrete classes, and leave to the students the task of integrating this information into a unified body of knowledge. Most undergraduate programmes in the liberal arts and sciences fall into this category. The primary mechanism for coordinating the teaching activity of faculty members is the curriculum: within its framework, professors enjoy substantial autonomy in the design and provision of their individual classes. In contrast, a second type of academic programme seeks to shape the way students understand and approach the world. Realization of this objective necessitates the development of extensive and complex mechanisms for communication and coordination, and constrains the autonomy of individual professors. The "New Programme" in architecture at the University of Toronto - although of this second type - was without mechanisms capable of producing concerted action and common standards. The problems which plagued the department of architecture for more than a decade and culminated in a recommendation for its closure, are traced to this failure.

Writing the Liberal Arts and Sciences

2021 ◽  
Keyword(s):  
Liberal Arts ◽  
Core Values ◽  
Historical Consciousness ◽  
Intellectual Curiosity ◽  
Liberal Arts Education ◽  
Scholarly Community ◽  
Arts And Sciences ◽  
The Core ◽  
Liberal Arts And Sciences ◽  
Academic Content

Starting from informal cross-disciplinary conversations between colleagues, this volume is the result of an experiment in understanding the standpoints and methodologies of others in a multidisciplinary setting. At its heart are the core values of a liberal arts education: intellectual curiosity and the ability to communicate across borders. Written with the aim of communicating academic content to non-specialists, the essays interweave narratives about truth with various kinds of dialogue and the importance of historical consciousness. Together they illustrate the power of writing as a tool for strengthening a scholarly community.

Encyclopedists, medieval

2018 ◽  
Author(s):  
Samuel Barnish
Keyword(s):  
Middle Ages ◽  
Liberal Arts ◽  
Late Antiquity ◽  
Strong Influence ◽  
Arts And Sciences ◽  
The Arts ◽  
Wide Range ◽  
Liberal Arts And Sciences ◽  
Martianus Capella ◽  
The Middle Ages

The modern encyclopedic genre was unknown in the classical world. In the grammar-based culture of late antiquity, learned compendia, by both pagan and Christian writers, were organized around a text treated as sacred or around the canon of seven liberal arts and sciences, which were seen as preparatory to divine contemplation. Such compendia, heavily influenced by Neoplatonism, helped to unite the classical and Christian traditions and transmit learning, including Aristotelian logic, to the Middle Ages. Writers in the encyclopedic tradition include figures such as Augustine and Boethius, both of whom were extremely influential throughout the medieval period. Other important writers included Macrobius, whose Saturnalia spans a very wide range of subjects; Martianus Capella, whose De nuptiis Philologiae et Mercurii (The Marriage of Philology and Mercury) covers the seven liberal arts and sciences; Cassiodorus, who presents the arts as leading towards the comtemplation of the heavenly and immaterial; and Isidore, whose Etymologies became one of the most widely referred-to texts of the Middle Ages. These writers also had a strong influence which can be seen later in the period, particularly in the Carolingian Renaissance and again in the twelfth century.

Anti-intellectualism and education reform

2020 ◽  
Vol 101 (7) ◽  
pp. 10-16
Author(s):  
Johann N. Neem
Keyword(s):  
Education Reform ◽  
Liberal Arts ◽  
Central Place ◽  
American Education ◽  
Arts And Sciences ◽  
Liberal Arts And Sciences

It is a strange and sobering experience to read Hofstadter in our own anti-intellectual era. If anything, left-leaning intellectuals’ sense of alienation has increased since the 1990s. To challenge anti-intellectualism in American education, the liberal arts and sciences will need to be restored to their central place in the curriculum.

A Note on Functional Linguistics in the Middle Ages

Traditio ◽  
1953 ◽  
Vol 9 ◽  
pp. 430-434 ◽  
Author(s):  
Alfons Nehring
Keyword(s):  
Middle Ages ◽  
Liberal Arts ◽  
Historical Outline ◽  
Future Edition ◽  
History Of ◽  
The Subject ◽  
Basic Ideas ◽  
The University ◽  
The Middle Ages

Treatises de modis significandi are known to have been a favorite genre of scholastic literature. One of them, by Martinus de Dacia, has lately been made the subject of a thorough study by Father Heinrich Roos, S.J., and will be briefly discussed in these pages. The text of this treatise, and commentaries on it, are found in a fairly large number of manuscripts, of which Fr. Roos presents a list, and which he endeavors to determine in their mutual relation in order to lay the groundwork for a future edition, apparently — as much as any one not himself familiar with the manuscripts can judge — with thoroughness and reliablity (chs. I, II). In some of the manuscripts and in certain other sources the treatise is ascribed to one Martinus de Dacia (Denmark). Very convincingly Fr. Roos demonstrates (ch. III) that this bit of information is correct and that the author was identical with a high-ranking Danish cleric of that name, who at one time was the chancellor of King Eric VI Menved. It is likely that Martinus composed his treatise while he was a professor in the Liberal Arts Faculty of the University of Paris, probably around 1250. The treatise seems to have enjoyed a great reputation, which would be accounted for if Fr. Roos is right in assuming that Martinus set the model for the entire type. In the last two chapters (IV, V) Fr. Roos describes the character and basic ideas of the tractate against the background of the development of scholarship and higher education during the Middle Ages. This historical outline is very interesting and instructive indeed. Nevertheless it provokes criticism regarding two interrelated points, namely, the characterization of scholastic grammar and its position in the history of linguistic studies.

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