By N. Kindelan
Exploring the methods undergraduate theatre courses can play an important function in reaching the goals and studying results of a latest liberal schooling, Kindelan argues that theatre's signature pedagogy is helping all undergraduates develop into actively engaged in constructing serious and value-focused talents.
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Additional info for Artistic Literacy: Theatre Studies and a Contemporary Liberal Education
Faculty were concerned that students needed a more significant understanding of math, science, society, the arts, and human culture. With these issues in mind, college committees worked on curricular changes that would provide undergraduates with multiple opportunities to develop lifelong practical learning skills without sacrificing the goals of a liberal arts education. During this time, institutions and educators questioned the integrity of their general education programs. At many colleges, the core curriculum presented a cursory sampling of courses that was, at best, an introduction to the skills of a variety of disciplines but that did not inspire philosophic inquiry or intellectual curiosity.
Harvard based its studies on the classical-medieval tradition of the trivium and quadrivium of the seven liberal arts, a version of the artes liberales model. ”24 The sole facilitator of knowledge was the teacher, and learning occurred in a serious, often adversarial, environment. The American Revolution would be the catalyst for an interest in the Enlightenment; thus characteristics of the liberal-free ideal appear in late eighteenth- and early nineteenth-century discussions regarding liberal education.
At many colleges, the core curriculum presented a cursory sampling of courses that was, at best, an introduction to the skills of a variety of disciplines but that did not inspire philosophic inquiry or intellectual curiosity. Critical of higher education’s tendency to emphasize specialized skills at the expense of developing the values of social awareness, Ernest L. Boyer observes that “in many fields, skills have become ends. Scholars are busy sorting, counting, and decoding. ” He posits that ours is a crisis, not of “technical competence,” but of “a loss of social and historical perspective, [owing] to the disastrous divorce of competence from conscience .