The Philosophy of the Curriculum-The Need for General ...

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ContentsContentsTHE PLACE OF SCIENCE AND THE SCIENTIFIC OUTLOOKScience, Science Teaching, and RationalityGerald Holton 101In Defense of Scientific KnowledgeErnest Nagel 119The Uses and Limitations of Science TeachingMichael Rabin 127Multilevel Teaching of the Natural SciencesMiro M. Todorovich 137PROBLEMS AND DILEMMAS OF THE SOCIAL SCIENCESThe Social Sciences in Liberal EducationNathan Glazer 145The Economist Among the Social ScientistsCharles lssawi 159Social Science and General EducationThomas Sowell 165A Role for Social Science?Robert L. Bartley 169On Sharpening the HornsSidney HookThe Humanities as Scholarship and a Branch of KnowledgePaul Oskar KristellerQuestions of Viability in Nontraditional EducationHerbert I. LondonOn Interdisciplinary EducationHoward B. RadestThe Logic of the Social Sciences: To Be, To Do, or To Describe?Henry R. NovotnyA Proposal for a New Division of the CurriculumCra y Dorse yOn the Condition of Political Scienceloseph DunnerNew Beginnings in General EducationAldo S. BernardoThoughts on a Social-Science CurriculumFeliks GrossThe Specter at :he FeastReuben AbelREFLECTIONS ON THE CURRICULUMContributorsExperiential Education and Revitalization of the Liberal ArtsIohn B. Stephenson and Robert F. Sexton 177Education for the Future: The Liberating ArtsPaul Kurtz 197The Desirability of Pulling in One's HornsMortimer R. Kadish 205viii
IntroductionSidney HookNew York UniversityOne of the most notable contributions to the literature of higher educationis the five-foot shelf of books published under the sponsorshipof the Carnegie Commission on Higher Education. There is hardly afacet of the mechanics and organization of higher education that itdoes not treat, exhaustively and objectively. What it does not do isaddress itself to the most important questions that can be asked abouthigher education: What should its content be? What should we educatefor, and why? What constitutes a meaningful liberal education inmodern times, as distinct from mere training for a vocation?The fact that the Carnegie Commission addressed itself to thesequestions only peripherally by no means-some critics to the contrarynotwithstanding-invalidates its contributions to the economics,politics, and demographics of academic survival. But it does make thereflective educator wonder why there has been no corresponding effortto explore what the curriculum of higher education should be in ourmodern age. The necessity for such a concern hardly needs elaborationin view of the curricular chaos that prevails in our colleges today. Thefear of declining enrollment-and of the ensuing consequences-hasintensified a process of intellectual erosion already in evidence beforethe current economic pinch was felt. This was reflected in the abandonmentof all required courses in many institutions, grade inflation toa Point where students received grades for courses they never attended,
Page 1 and 2: THEOther books published in coopera
Page 3: ContentsIntroductionSidney HookxiGE
Page 7 and 8: GENERAL EDUCATION -CHALLENGEAND JUS
Page 9 and 10: General Education and the Universit
Page 21 and 22: General Education: The Minimum Indi
Page 27 and 28: On Reviving Liberal Education-inthe
Page 29 and 30: On Reviving Liberal Education-in th
Page 31 and 32: On Reviving Liberal Education-inthe
Page 33 and 34: Humanism and the HumanitiesFrederic
Page 45 and 46: Justifying the HumanitiesRonald Ber
Page 47 and 48: Observations on Humanism and Histor
Page 49 and 50: Observations on Humanism and Histor
Page 51 and 52: The Language and Methods of Humanis
Page 53 and 54: The Language and Methods of Humanis
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The Language and Methods of Humanis
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Science, Science Teaching, and Rati
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Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
Page 67 and 68:
In Defense of Scientific Knowledgei
Page 69 and 70:
In Defense of Scientific KnowledgeE
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The Uses and Limitations of Science
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
Multilevel Teaching of the Natural
Page 79 and 80:
The Social Sciences in Liberal Educ
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Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
The Economist Among the Social Scie
Page 89 and 90:
The Economist Among the Social Scie
Page 91 and 92:
Social Science and General Educatio
Page 93 and 94:
A Role for Social Science?Robert L.
Page 95 and 96:
Experiential Educationand Revitaliz
Page 97 and 98:
Experiential Education and Revitali
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Page 101 and 102:
Page 103 and 104:
Page 105 and 106:
Page 107 and 108:
Education for the Future: The Liber
Page 109 and 110:
Education for the Future: The Liber
Page 111 and 112:
The Desirability of Pulling in One'
Page 113 and 114:
On Sharpening the HornsSidney Hooki
Page 115 and 116:
~ The Humanities as Scholarshipand
Page 117 and 118:
The Humanities as Scholarship and a
Page 119 and 120:
Questions of Viability in Nontradit
Page 121 and 122:
On Interdisciplinary EducationHowar
Page 123 and 124:
On Interdisciplinary EducationHowar
Page 125 and 126:
The Logic of the Social Sciences: T
Page 127 and 128:
Page 129 and 130:
Page 131 and 132:
A Pro~osal for a New Division of th
Page 133 and 134:
A Proposal for a New Division of th
Page 135 and 136:
New Beginnings in General Education
Page 137 and 138:
Thoughts on a Social-Science Curric
Page 139 and 140:
Page 141 and 142:
Page 143 and 144:
Page 145 and 146:
The Specter at the Feastevaluated.
Page 147:
ContributorsContributorsLearned Soc
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