Learning to deal with ambiguity, new situations
From the beginning of his tenure as president of Wesleyan University, Douglas Bennet felt it was vital to ensure that the curriculum was keeping pace with a society moving toward "Internet time," globalization, and values measured in shades of gray. That meant strengthening, not diluting, the liberal arts at the Middletown, Conn., school.
"When you think of the 21st-century ambiguities students will face - the lack of institutional structure, churches, families - the objectives of a liberal-arts education become more, not less valid," Dr. Bennet says.
Though the school was thriving, he and the faculty began a full-scale review and overhaul of the its liberal-arts curriculum after he came on board five years ago.
To fortify the liberal arts for the future, many institutions are harking to the past and requiring a "core curriculum" that focuses anew on the liberal arts: English, foreign languages, philosophy, religion, math, social sciences, and history. Late last year, for instance, 11 colleges announced a revival of "great books" programs featuring authors from Aeschylus to Yeats.
Yet Wesleyan, like some others, has decided to march in a different direction to strengthen the liberal arts for a new century. Bennet and faculty identified eight "essential capabilities" that must be gained from a liberal-arts education: critical thinking; creative thinking; moral sensibility; communication; ability to engage technology; capacity for effective citizenship; and intercultural competence.
In the future, Bennet says, all courses at Wesleyan must justify their existence by showing how they enhance these skills.