Liberal Education Publications

Liberal Education, Spring 2002
Liberal Education, Spring 2002

With the new millennium, the focus on public values that drive institutions and empower leaders has become increasingly prominent. Since the macroethics of large social institutions play a major role in public affairs, liberal education is called upon to provide students with opportunities to refine their moral imagination and moral reasoning. What are the public values needed for the modern interdependent world?Read more

Liberal Education, Winter 2002
Liberal Education, Winter 2002

Education creates an educated citizenry capable of the leadership essential to democracy. Liberal education, by questioning, exploring, and challenging, is needed in the present environment in order to sustain democracy.Read more

Contemporary Understandings of Liberal Education

Examines the emergence of broad agreement on what students ought to learn from a liberal education and finds a strong trend toward pluralistic, collaborative, experiential, and integrative modes of learning. Also contends that outdated structures, practices, and reward systems frustrate higher education's ability to reap the benefits of new directions in student learning.


Explores goals for liberal learning in a diverse democracy and argues that the liberal arts of the future will include ways of relating and learning across difference. Explains that the "new academy" growing up within the old comprises new ways of thinking, reconfiguration of disciplines, new modes of teaching and assessment, and new forms of scholarship -- all developed in order to move beyond historically inequitable divisions. Written for faculty members and curriculum committees, this report offers an important new vision for liberal education at the turn of the century. Should be used in connection with American Pluralism and the College Curriculum.

Integrity in the College Curriculum

This publication is an AAC&U classic. One of the most widely read and influential higher education reports, this volume is the final word on AAC&U's project on Redefining the Meaning and Purpose of Baccalaureate Degrees. The nineteen educators who framed Integrity included Ernest Boyer, Arthur Levine, Charles Muscatine, Frederick Rudolph, Linda B. Salamon, and Jonathon Z. Smith. Drawing on a national analysis of campus practices, the report punctured the prevailing complacency that college majors had remained purposeful and well-structured, even as general education had collapsed.