Watching Charlotte Climb: Little Steps toward Big Questions
By W. Robert Connor
Students are eager to explore the Big Questions of meaning and value. What they need from college is not answers, but vocabularies, metaphors, exempla, and modes of thought that can help them think the questions through for themselves.
The Questions of Liberal Education
By René V. Arcilla
The questions of liberal education are the student’s own questions; more precisely, they are those of the student who is struggling to be himself or herself. How, then, could a liberal educator aid such students?
Faith and Reason on Campus
By Norman Adler
The role of the university is not to resolve the conflict between faith and reason but, rather, to study it and to let it enrich the curriculum.
A Forum on Helping Students Engage the “Big Questions”
By Aleander W. Astin, Helen S. Astin, Rebecca Chopp, Andrew Delbanco, and Samuel Speers
The authors offer their views on how well colleges and universities are doing at helping today’s students engage the Big Questions of meaning and value.
The Places of the Humanities: Thinking through Bureaucracy
By David Marshall
For the humanities to have a place in the university of the future, faculty, faculty committees, department chairs, deans, and learned societies need to worry about the places in which the humanities conduct and organize their research and teaching, and that means thinking about bureaucracy.
Reclaiming the Distinctiveness of American Higher Education
By William G. Durden
As educators are called upon to demonstrate the validity of a liberal education, and as they evaluate the effectiveness of their own institutions, they should look for guidance to those enlightened revolutionaries who established a distinctively American approach to liberal education.
Leading Initiatives for Integrative Learning
By Mary Taylor Huber, Pat Hutchings, Richard Gale, Ross Miller, and Molly Breen
Through initiatives such as the national Integrative Learning Project, the higher education community is gaining significant experience in fostering integrative learning through changes in the curricula, pedagogy, assessment, and faculty development.
