1. The Modern Liberal Arts College in America ( 美国的现代文理大学） Scott Wilson The University of the South (Tennessee, USA) Professor and Chair, Politics Department 2014-15: Fulbright Scholar at Wuhan University Environmental Law Research Institute swilson@sewanee.edu

2. Introduction Personal background – Studied at Oberlin College, a liberal arts college – Have taught at The University of the South, a liberal arts college, for 20 years Defining the liberal arts – By classical definition of course of study （古典课程） Humanities: philosophy, music, theatre, literature, languages, history Social Sciences: economics, politics, anthropology, sociology Sciences and Mathematics – In contrast to practical/vocational studies （工作专业的课程） – Carnegie Definition: “These institutions are primarily undergraduate colleges with major emphasis on baccalaureate programs. They award at least one half of their baccalaureate degrees in liberal arts fields.”

3. Introduction, Continued Why is this model of education important? – Was the dominant model of education in the U.S. – Considered the best pedagogical model （教学模 范） – Shows changes that are taking place in American education – Distinct model of education – Embodiment of some American values

4. Organization of Today’s Talk Model of liberal arts college Philosophical roots of liberal arts History of liberal arts colleges in the U.S. New trends in liberal arts colleges Liberal arts colleges and their future

5. Model of the Liberal Arts Experience Students trained in basic disciplines Emphasis on general educational tools Schools either prescribe a “general education” model or allow choice of general education courses （通识教育课程）

6. St. John University First-year Readings

7. St. John University Sophomore and Junior Year Readings

8. St. John University Senior Year Reading

9. The University of the South’s Curriculum Sewanee’s General Education Requirements (10-12 courses) A major (10-13 courses) （主修课） Electives (7-12 courses) （选择课）

10. Liberal Arts Experience, Continued A major course of study – Usually chosen after 3 semesters of study – Allows students to discern （发觉，看清楚） their interests Integrated/interdisciplinary learning – Classical liberal arts integrated learning （综合学系） – Research institutions often have very strongly defined disciplines – More interdisciplinary work at liberal arts colleges, e.g. Women’s and Gender Studies, Asian Studies, Environmental Studies Study abroad

11. Liberal Arts Experience, Continued Residential life – Rural settings – Sustained contact between faculty and students – Model values （提供 道德模型，生活模型）

12. Goals of liberal arts model Development of the “whole person” （道德修养） Community of learning Intensive interaction between students and faculty Student responsibility Develop contributing citizens （有贡献的公民） Lifetime of learning

13. Liberal Arts Experience, Continued Honor Codes （荣誉法典） and Student Obligations Students pledge to uphold honor Students enforce the honor pledge through student committee Each student is responsible for upholding the pledge Some schools have students rewrite the pledge every few years

14. Philosophical Roots of Liberal Arts Greek tradition (Socrates, Plato, and Aristotle) Subjects (Trivium （三学 课） and Quadrivium （四艺 ) Socratic method Emphasis on civic obligations Sophists Cicero

15. European Universities and Liberal Arts Early universities drew on trivium and quadrivium UK elaborated on the liberal arts model Europe developed liberal arts, but began to abandon them in the 17 th and 18 th centuries

16. American Approach to the Liberal Arts John Dewey’s emphasis on democracy and education Eugene Lang (philanthropist, born 1919): “The philosophy of the liberal arts is the philosophy of a democratic society in which citizenship （公民权、责 任）, social responsibility, and community are inseparable. An educated citizenry is the essential instrument for promoting responsible social action and community well-being. It is characterized by an ongoing effort to develop informed, humane, and thoughtful judgments of social issues and to act appropriately on these judgments”

17. History of U. S. Liberal Arts Colleges All early colleges were liberal arts colleges – Including all Ivy League Schools (except Cornell) – Educate white, Christian men – Others denied entry Women’s colleges formed Later, black colleges formed (but not as liberal arts colleges – Provide moral training

18. History of U. S. Liberal Arts Colleges, Continued Access to society, required access to education – W.E.B. DuBois and training black intellectuals – Yale Report (1828) defined liberal arts Pfnister: “was not to ‘teach that which is particular to any one of the professions’ but rather to ‘lay the foundation that is common to them all.’” Found separate schools for professional training Affected the continued curricular approach of liberal arts colleges

19. History of U. S. Liberal Arts Colleges, Continued Morrill Act of 1862 – Granted land to states for development of universities – Focus on engineering （工 程）， agriculture （农 业）， and mechanical arts （机械艺术） Led to spread of state universities Significant threat to liberal arts colleges

20. History of U. S. Liberal Arts Colleges, Continued Daniel Coit Gilman, first president of Johns Hopkins University Early photo of Johns Hopkins University. Said Gilman, “The best teachers are usually those who are free, competent, and willing to make researches in the library and the laboratory.”

21. History of U. S. Liberal Arts Colleges, Continued A.D. White Reading Room at Cornell University Andrew D. White, co-founder of Cornell University, “I would found an institution where any individual can find instruction in any study.”

22. History of U. S. Liberal Arts Colleges, Continued Second Morrill Act of 1890 Universities had not opened to blacks Creation of black colleges, separate from whites’ colleges

23. History of U. S. Liberal Arts Colleges, Continued Development of professional associations （专业协 会） around 1900 Standardized exams （资格考试）, e.g. Bar exams (lawyers), medical exams (doctors) Forced changes in American teaching

24. History of U. S. Liberal Arts Colleges, Continued Expansion of educational opportunities – 1900: 4% of population went to college – 1920: 8% – 1940: 16% – New kinds of students went to college Less wealthy and elite More interested in practical training The Number of liberal arts colleges fell through the 20 th century

25. New Trends in Liberal Arts Colleges Collaborative Research （合 作研究） – Teach students how to apply research methods – Goal: shared discovery through research Non-liberal arts colleges also do this, but it is more successful and common at liberal arts colleges

26. New Trends in Liberal Arts Colleges, Continued Community engagement （与社 区参与） Take lessons from courses and engage in problem-solving in the community The University of the South’s land management approach – Survey local population – Work with population to improve land management – Train timber industry in better harvesting techniques Transfer skills to the community

27. New Trends in Liberal Arts Colleges, Continued Internships （实习工作） – Help students develop job skills – Help students to discern what they wish to do Blending excellence in teaching and research – Originally liberal arts colleges focused just on teaching – Studies show liberal arts colleges best achieve goal of excellence in teaching and research

28. Experiences of Students at Liberal Arts Colleges and Other Institutions College Experiences of Seniors by Type of Institution Service Learning Research with Faculty Internship/Field work Study Abroad Culminating Experience Research Universities591536837 Master's (medium programs)6523461246 Liberal Arts Colleges6844663974 Other Bacc. Colleges6724509 Source: NSSE Survey 2013 Annual Results

29. Liberal Arts Colleges and Their Future Challenges – Affordability – Perceived “practicality” – Limited size Reforms – Application of theories to practical exploration – Extend learning beyond the classroom – Greater attention to inclusion of multicultural students

30. Liberal Arts Colleges and Their Future, Continued Advantages of liberal arts colleges – Social capital – Personal attention – Close relations with faculty – Acceptance of diversity among students – Learn to work with others – Preparation for citizenship – Attention to the whole person – Students have high level of satisfaction – Students have high level of success Liberal arts colleges and American values/principles