I was interested to read Carol Schneider's article (Perspectives, June 2003) about the confusing use of the term "liberal education." In Canada, the term is also used and at times misunderstood. The use of the term "general education" is particularly confusing to Canadians who don't have a tradition of applying this concept per se at the post-secondary level. There is, however, an interesting debate going on in Canada today over the issue of "specialization" in undergraduate learning.

Our university, the largest in Canada, adopted a policy two years ago to counter what many felt was an exaggerated tendency to specialization. (A biology professor might say that the best biologist is the one who takes the most biology courses in a university programme, for instance.) The policy consisted of a regulation whereby students would take the equivalent of at least one out of six semesters in "enrichment courses" outside of their fields. One of our constituent universities (in Montreal) uses the term of "opening up" to other disciplines and fields. The policy has a fair amount of support when it is applied to a traditional discipline such as History, but it is meets with some controversy and resistance in professional fields like Business Administration because many say that the latter field is already multi-disciplinary so it does not require "enrichment courses." Others counter by restating the fact that the policy is meant to allow students to see material and concepts beyond the traditional body of knowledge meant to prepare them for the specific requirements in a professional field.

My observation would be that, in the university setting, the term "general education" suffers from a prejudice and consequent lack of prestige and adherents. In a world where "specialization" is well-ensconced as a "good thing" and " liberal education " has positive connotations relating to intellectual merit (though perhaps not bread-winning capacity and job applicability among the narrow of spirit!) "general ed" would seem to be enticing only as fall back position for those unable to meet the reputedly more rigorous academic challenges. The essence of the term "liberal education" may not be clear to all, but it is a concept to cherish, to foster, and to clarify as necessary. The term "general education," on the other hand, may simply not serve us well: it may get in the way of advancing a legitimate pathway to learning for today's students.

Sincerely,
Alan Wright
Director of Undergraduate Studies
Université du Québec