My preferred conception connecting these writings
Liberal arts education is one that has been used for as long as anyone can remember. With that being said, this style of education has also been successful for as long as anyone can remember. Sanford J. Ugar gives seven big misconceptions about liberal arts education and explains how the misconceptions are just misconceptions and prove to be wrong. He lets the readers know both sides and perspectives as he explains why the misconception being spoken about is wrong or not accurate. Jeffery Scheuer explains what a liberal arts education is, why we need it, explains what critical thinking is, and the importance of critical inquiry. A liberal arts education is boiled down to a way of learning through an integrated curriculum. The curriculum includes three main conceptions according to Scheuer. First, “[embracing] the ideal of the integrated curriculum, encompassing virtually all non professional higher learning, from the natural and social sciences to the humanities and the performing arts.” (Scheuer, Para 9) Second, “implicitly [excluding] (but doesn’t denigrate) the sciences; and a third, still narrower, sense of the term focuses mainly on the humanities.” (Scheuer, Para 12) This idea of what a liberal arts education entails varies depending on where the information is coming from. According to the UNE CAS Handbook, a liberal arts education has four core themes: environmental awareness, social and global awareness, critical thinking, and citizenship and civic engagement. These themes “[invite] students to explore four college-wide themes from multiple disciplinary perspectives and to develop important intellectual skills.” (UNE CAS Handbook, 3) They are broken down and separated into each academic year at the university, allowing students to experience all aspects of the studies and to prepare them for life after school. A liberal arts education is one that proves to be very useful in one’s adult life and one that is desired by many.
UNE CAS Core Curriculum with Scheuer’s models
Scheuer explains that there are three main conceptions of a liberal arts education. These three concepts are the use of an integrated curriculum, science, and humanities. In the UNE CAS Handbook, these three concepts are integrated throughout. Scheuer’s concepts are all integrated in some way in the UNE CAS Handbook four core themes: environmental awareness, social and global awareness, critical thinking, and citizenship and civic engagement. Working together, these two writings perfectly explain what a liberal arts education is, it’s purpose, and the outcomes. The handbook states throughout the writing that each student is required to take certain courses and obtain a certain amount of credits outside of their major requirements. Some of these include the requirement of at least one laboratory course, a social/global awareness course, and a human traditions. These courses introduce the science aspect and humanities aspect in Scheuer’s concepts. In regards to the integrated curriculum concept, all students must take an english course, a mathematics course, and an environmental awareness course. There are many other required classes students need to take, but these are just a few.
Core Objectives, Implementation Guidelines, or the Appendix connecting to Scheuer/Ungar
Ungar explains how the misconception that a liberal arts education involves politics is wrong and what a liberal arts education actually means. “It promotes the idea of listening to all points of view and not relying on a single ideology, and examining all approaches to solving a problem rather than assuming that one technique or perspective has all the answers,” (Ungar, Para 14) as well as possibly being “described as a conservative approach to preparation for life.” (Ungar, Para 14) The UNE CAS Handbook’s main idea of core curriculum objectives “requires an ability to analyze issues from different points of view and to communicate effectively. Students must also be prepared to enter the world engaged as local, national and global citizens and professionals.” (UNE CAS Handbook, 4) As you can see, Ungar’s explanation coincides with the UNE CAS Handbook’s main goal. This goal is similar for any form of a liberal arts education. A liberal education clearly has nothing to do with politics after reading evidence such as this.
