The social psychology of field experience education: Some applications to the liberal arts

This paper reviews some of the social-psychological factors which are important in the educational field-experience setting. The contributions of these important instructional stimuli are discussed and described. The affect that each has upon the experience and behavior of liberal arts college students is examined. Many of these yet ellusive changes in students are considered important learning outcomes to the liberal arts academy. Much of the literature is condensed into a tentative list of constructs which comprises part of the instructional theory of field experience education. They are translated into concrete actions that a liberal arts academician can take. These steps will enhance and complete his or her delivery of the subject matter at hand by putting students in touch with the reality of it.     

文科数学教育的几点分析

在对古代数学教育与我国当前数学教育现状分析的基础上 ,得到了对我国文科数学教育的几点启示 :1、培养逻辑思维能力 ;2、激发学生对数学的美感 ;3、主动性学习的培养。     

A liberal arts science course for the 1970's

SOCIAL SCIENCE, EDUCATIONAL POLICY, SEARCH FOR STANDARDS: INDETERMINACY IN EDUCATION edited by John E. McDermott. Berkeley, CA: McCutchan Publishing Corporation, 1976. XV + 336 pp. $12.50.

LIBRARIES FOR TEACHING: LIBRARIES FOR RESEARCH edited by Richard D. Johnson. Chicago: American Library Association, 1977. xvi + 259 pp. $12.50.

SCHOOLING IN CAPITALIST AMERICA by Samuel Bowles and Herbert Gintis. New York: Basic Books, 1976. 340 pages.

THE NEGLECTED MAJORITY: FACILITIES FOR COMMUTING STUDENTS and HOUSING FOR NEW TYPES OF STUDENTS. New York: Educational Facilities Laboratories, 1977.     

The liberal arts college and adult continuing education: A rationale

Discussion concentrates on feasibility of private liberal arts college involvement with adult and continuing education. Evidence of need is provided by national and local surveys. Basic model is that developed by Saint Mary's College, Winona, Minnesota, which sponsors an Employee Learning Program with support from the Fund for the Improvement of Postsecondary Education. Experiences of the exploratory period indicate positive support from college administration and faculty, increasing response to course offerings (life-coping skills and personal enrichment), cautious involvement by business and industry, and meager interest from organized labor. The program continues to define the model in its second year of operation.     

A future for the liberal arts,if…

Editor's Note: The following is the text of a letter written by Jacques Barzun in January of 1994 to a journalist in Texas.     

美国文理综合本科学院及文理教育探微

美国理综合本科学院及理教育的发展历史和现状表明,该类高校是美国高等教育的一个重要组成部分,它不仅为更高层次的研究型大学培养了大批后备人才,而且美国理综合本科学院及其教育形式对全面提高美国的国民素质也有着重要意义。     

Jobs and liberal arts graduates: Some critical relationships

Policy deliberations within the university frequently require information useful in shaping discussion and pointing up priorities. Research work among faculty and graduate students often includes data about alumni, students, or staff gathered to answer theoretical questions. This study reports one effort to translate such data into forms useful to the College of Liberal Arts in creating academic policy to meet the altered job market. Organized around the concepts of jobentry, decisions, andchanges in goals, jobs, and majors, the analysis revealed the urgency of the issue, the importance of a satisfaction on the first job, a changing relationship between jobs and majors, the impact of the liberal arts' study on educational aspirations, and the rationale for choices.     

The liberal arts college and humanist learning

What is liberal education? How do its aims differ from those of either grammar or vocational education? Does it truly deserve its own supporting institution? In response to these questions, Arcilla develops a defense of the liberal arts college. He observes that all projects of formal learning presuppose that the learner possesses answers to three fundamental, existential questions: What is one’s nature? What is the good for beings of this nature? What facilitates this good? We develop better responses to these questions by engaging in liberal learning. The mission of the liberal arts college, then, is first and foremost to support this learning. With this idea of liberal learning and its college in mind, we may nonetheless wonder whether the existential knowledge it seeks is really something that can be learned. Arcilla articulates a version of humanism that illuminates the conditions of possibility for liberal learning and affirms this learning’s intrinsic value. At the same time, this philosophical theory requires for its verification that we engage in liberal learning. Arcilla calls the symbiotic partnership formed by liberal learning and humanism “humanist learning,” and he points out that it is this learning, which is crucial to our other kinds of education, that would be lost if society ceased to support genuine colleges of the liberal arts.     

Support for teaching the liberal arts: An institutional dilemma

Using data from a random sample of chief liberal arts academic officers in American colleges and universities, the authors examine the support of teaching in the liberal arts (defined as the natural sciences, social sciences, and humanities). Information is presented on 15 categories of faculty support for teaching and research, basic teaching conditions, tenure decisions, and merit salary increases. Differences in support are examined among institutions that vary in size, location, sponsorship, and degree level. These findings suggest that liberal arts teaching is in less than excellent health on most American campuses. In addition, the researchers note numerous inconsistencies among resources, standards, and rewards in American institutions of higher learning and urge liberal arts administrators to reduce these inconsistencies where possible.     

从文科与理工科实验教学差异的视角谈文科实验教学

随着时代的发展,社会对文科人才的实践能力要求越来越高。实验教学已经不再是理工科的专属,文科同样需要实验教学来适应社会对高素质人才的需求。通过比较指出文科与理工科实验教学的差异,并针对文科实验教学的特点提出改善当前文科实验教学及文科实验室建设的若干措施。     

国家级文科综合实验教学示范中心建设的基本经验和主要任务

"十一五"期间,我国高校文科综合实验教学示范中心的建设进入了快速发展时期,获得了长足的发展,取得了令人瞩目的成绩。该文回顾了5年来国家级文科综合实验教学示范中心的建设成果,总结了其建设的基本经验,最后对中心未来建设面对的任务进行了分析。