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Civic Engagement
Liberal Education
Fall 2002
Volume 88, Number 4
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CONTENTS:
PRESIDENT'S MESSAGE
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GREATER
EXPECTATIONS AND CIVIC ENGAGEMENT
by Carol Schneider
FEATURED TOPIC
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PRESIDENTIAL
LEADERSHIP: MORAL LEADERSHIP IN THE NEW MILLENNIUM
By Robert A. Corrigan
Presidential leaders have the opportunity to contribute
the resources of their institutions to public service.
The universities they lead should be models in confronting
the problems of a complex society and contributing
to their solution.
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PEDAGOGY
AND POLITICAL (DIS)ENGAGEMENT
By K. Edward Spiezio
Educators can play a leading role in promoting civic
engagement through curricular and institutional
innovations by which students encounter the theory
and practice of participatory democracy. Models
provide assistance in the effort.
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KNOWLEDGE TO MAKE OUR DEMOCRACY
By Wm. David Burns
Students' intellectual engagement can be achieved
by teaching through the subject of study to social
issues relevant to their interests. The process
of designing such curricula reveals the potential
for enlarging students'civic capacities.
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IN SEARCH OF WISDOM: LIBERAL EDUCATION
FOR A CHANGING WORLD
By Nancy Thomas
The quest for a liberal education that fits contemporary
students leads to reflections on the intellectual
and moral capacities needed for responsible citizenship.
GREATER EXPECTATIONS: THE COMMITMENT TO QUALITY
AS A NATION GOES TO COLLEGE
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LIBERAL EDUCATION: WHY NOW? WHY FOR ALL?
By Ronald Williams, Vera Zdravkovich, and Isa
Egleberg
If the practical arts are the motive force behind
community colleges, how are the liberal arts integrated
into them?
PERSPECTIVES
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THE AMERICAN SCHOLAR AT BROWN: DIVERSITY,
THE 'OPEN CURRICULUM,' AND LIBERAL EDUCATION
By Paul B. Armstrong
While honoring the Emersonian ideal of individual
self-realization, Brown's curriculum addresses the
challenges of cultural difference. Interdisciplinary
exploration and undergraduate research are key components
of its distinctive curriculum.
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HUMANISTS AMONG THEIR MACHINES
By Paul Hamill
Faculty create digitally rich courses in the humanities
include opportunities for collaborative learning
that are more effective than traditional approaches..
The development of these courses is time-consuming
and, as a realistic account of what is involved
reveals, complex to sustain. At the same time, equally
real are the advantages for student learning.
MY VIEW
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WHAT I TEACH AND WHAT I TEACH FOR
By Robert H. Bell
From a professor's earliest days in the classroom
through the course of a career, teaching is demanding,
challenging, and most of all, a joy. Through the
study of writing and literature, the teacher shows
the pleasure derived from generous attention to
literary texts.
FROM 1818 R STREET NW
- FROM THE EDITOR
- NEWS AND INFORMATION
- INDEX FOR VOLUME 88
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