By N. Kindelan
Exploring the methods undergraduate theatre courses can play an important function in attaining the goals and studying results of a latest liberal schooling, Kindelan argues that theatre's signature pedagogy is helping all undergraduates turn into actively engaged in constructing severe and value-focused talents.
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Extra info for Artistic Literacy: Theatre Studies and a Contemporary Liberal Education
L. Lowell, president of Harvard from 1909 to 1933, made the distinction between the two terms. He contended that, in the 1920s and the 1930s, a college education consisted of two components: “breadth” (distribution requirements) and “depth” (courses in the concentration). 47 After World War II, with the rise of vocationalism or professionalism, the role, importance, and structure of the college core (general education programs) diminished at many institutions. From that point onward, educators began to question whether students were receiving a liberal arts degree when the emphasis of that degree was on the major.
44 A conference of university administrators was convened in 1944 to review “age-old questions which continue to defy satisfactory answers, such as: What is the definition of liberal education? What is the relationship between the cultural and the utilitarian in liberal-arts study? How may one distinguish between liberal education and general education? ”46 The Evolution of the Liberal Arts ● 37 What Does General Education (GenEd) Mean? Because educators could not agree on the content and meaning of liberal education or on the purpose of the college core, the general education requirement became a way of ensuring that students, regardless of their major, received some connection to a classical liberal education and had some involvement with courses that were outside their major.
28 ● Artistic Literacy Kimball’s Typology of Liberal Arts Traditions 20 Artes liberales ideal Liberal-free ideal Built on the model of classical languages and letters, as well as on the orator’s tradition Based on Socratic and Pythagorean philosophical traditions and fueled by the intellectual foundations of the seventeenth-century Scientific Revolution and the eighteenthcentury Enlightenment The ultimate model for shaping the education of the seventeenthand eighteenth-century English and American gentleman Liberal arts education trains citizen-orators to lead society Requires identifying true virtues Requires commitment to true virtues True virtues elevate the student Belief that the great texts are the source of true virtues Based on the dogmatic belief in the authority of the great texts to relate the true virtues The true virtues should be embraced for their own sake The ultimate model for large state research universities interested in applied sciences and a practical education Epistemological skepticism Free search for truth Intellectual search for truth (which is elusive) All possible views must be tolerated All views must be given an equal hearing Final decision is left to each individual Individuals pursue truth for its own sake Throughout the centuries, the great tension between orators and philosophers continued, and it affects how we think about liberal education today.