There is a lot of conversation about the Liberal Arts these days. This is a good thing. In the midst of many reevaluating the Progressive model of men like Dewey, while still holding that the traditional L.A. model does not fit the 21st Century, many seem to be calling for something altogether new. This article about Connecticut College is just one of many I have come by recently. One great result of these discussions in a renewed interest in integrating the curriculum.
If all truth is one, and it is, then anything taught is connected to any other thing taught. The Ancients had that much down pat. As a faculty seeks to cultivate its graduate, it should carefully consider how each part of its program forms that graduate. What unique and necessary aspects of the desired graduate come only or mostly by the study of language? Or math? Or the arts? Given the full range of development best epitomized in the Liberal Arts degree, each course should its piece to the assembling puzzle.
I am not a big fan of the term efficiency. All too often it only succeeds in sucking the humanity out of whatever endeavor it is applied to. But in this case I can argue for the efficiency of a whole faculty working together for one end: its desired graduate. I would accept the knock on this view that it removes diversity and individuality if I did not see that such an education best prepares each graduate to realize their own humanity, their own goals and dreams, by giving them as broad and human an education as is possible. The most efficient education, in the end, does not seem to one of specialization, but one that prepares each student as fully as possible for as much as is possible.
May each faculty of each school enjoy the conversation about integration and the role each course plays in forming a complete person. God bless the Liberal Arts and its efficient manner.