Rethinking the Curriculum: Toward an Integrated, Interdisciplinary College Education

By Mary E. Clark ; Sandra A. Wawrytko | Go to book overview

sustained? How can we reduce the poisons in the atmosphere? Can we have a proper balance between population and life support systems? And how can we care compassionately for the very old and very young? The goal of such an inquiry is not to impose a single set of values on all students, but to raise authentic questions and to make honorable the quest.

Nearly fifty years ago, Mark Van Doren wrote, "The connectedness of things is what the educator contemplates to the limit of his capacity." Van Doren said, "No human capacity is great enough to present a vision of the world as simple, but if the educator does not aim at that vision, no one else will, and the consequences are dire when no one does." Van Doren concludes by saying that "the student who can begin early in life to see things as connected has begun the life of learning."5 And this, it seems to me, is the imperative of curriculum reform.


NOTES
1.
Albert Einstein, Out of My Later Years ( New York: Philosophical Library, 1950), p. 9.
2.
Lewis Thomas, The Medusa and the Snail: More Notes of a Biology Watcher ( New York: Viking Press, 1979), p. 174.
3.
The ideas in this article are articulated in detail in Ernest Boyer and Arthur Levine. A Quest for Common Learning ( Princeton: Princeton University Press, 1981).
4.
George Steiner. Language and Silence ( New York: Antheneum, 1967), p. ix.
5.
Mark Van Doren. Liberal Education ( New York: Henry Holt, 1943), p. 115.

SELECTED BIBLIOGRAPHY

Boyer, Ernest, and Arthur Levine. A Quest for Common Learning. Princeton: Princeton University Press, 1981.

Van Mark Doren. Liberal Education. New York: Henry Holt, 1943.

-21-

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