ERIC Number: ED398782
Record Type: Non-Journal
Publication Date: 1995
Liberal Learning and the Arts of Connection for the New Academy.
Minnich, Elizabeth K.
This report explores the connections among diversity, democratic aspirations and goals for student learning in higher education contrasting old ways of thinking and habits with new alternatives. The introduction discusses how the "special" programs and emerging fields, such as American Indian Studies and Deaf Studies, influence university culture and academic disciplines. An introductory chapter introduces principles of the "new academy." Chapter 1 considers reconfiguring knowledge and reexamining old traditions, such as the Greco-Roman and the Euro-American traditions, in the context of the new inclusive educational commitment. Chapter 2 discusses translation across cultural barriers to effect greater commonality without requiring homogenization. Chapter 3 addresses principles of inclusive thinking contrasting assumptions of: the universal/particular, timeless/historical, central/marginal, human/kind of human/ and individual/community. Chapter 4 discusses renewal of educational commitments and discusses: grounded selves, relational pluralism, contextualizing and historicizing knowers and knowledge, mutually respectful dialogues among cultures, and fully participatory democracies. The concluding chapter emphasizes that liberal learning at this time in history is challenged to help people learn how to use their resources to cross boundaries dividing diverse groups. (Contains 41 references.) (CK)
Descriptors: Attitude Change, Change Strategies, Communication (Thought Transfer), Concept Formation, Context Effect, Cultural Pluralism, Educational Change, Educational Environment, Educational Objectives, Educational Philosophy, Educational Trends, Equal Education, Futures (of Society), Higher Education, Interdisciplinary Approach, Liberal Arts, Minority Groups, Reflective Teaching, Role of Education, Social Attitudes, Social Integration
Association of American Colleges and Universities, 1818 R Street, N.W., Washington, DC 20009; e-mail pub[underscore]email@example.com; fax: 202-265-9532 ($10; series set, $24, plus $5 shipping).
Publication Type: Reports - Descriptive; Opinion Papers
Education Level: N/A
Sponsor: Ford Foundation, New York, NY.
Authoring Institution: Association of American Colleges and Universities, Washington, DC.