Product Code Database
Example Keywords: playstation -mobile $15
barcode-scavenger
   » Wiki: Liberal Arts Education
Tag Wiki 'Liberal Arts Education'.
Tag

Liberal arts education
Search for arts liberal

 C O N T E N T S 
Rank: 100%
Bluestar Bluestar Bluestar Bluestar Blackstar
  1. Wiki
  2. Comments
  3. Media

Liberal arts education () is a traditional academic course in Western higher education. Liberal arts takes the term in the sense of a learned skill rather than specifically the . Liberal arts education can refer to studies in a liberal arts degree course or to a university education more generally. Such a course of study contrasts with those that are principally , professional, or technical, as well as religiously based courses.

The term liberal arts for an educational curriculum dates back to classical antiquity in the West, but has changed its meaning considerably, mostly expanding it. The seven subjects in the ancient and medieval meaning came to be divided into the of , , and , and the of , , , and . Since the late 1990s, major universities have gradually dropped the term liberal arts from their curriculum or created schools for liberal art disciplines to categorize programs outside of science and technology. Common rebrandings for liberal arts colleges and schools include: arts and , arts and sciences and . The name changing at American institutions comes as the result of modern statistics suggesting a Liberal Arts degree offers graduates a considerably lower income when compared to science and technology graduates. Despite the rebranding, liberal arts degrees from today's universities and colleges traditionally include the following disciplines: , , , , Foreign languages, , , , , , , , , , , , and . Degrees in Liberal studies are often confused with those in a liberal arts discipline. Liberal studies refers to degrees with a broad curriculum, across multiple liberal arts disciplines and/or sciences and technologies.

History
Before they became known by their Latin variations (artes liberales, septem artes liberales, studia liberalia),
(1995). 9780874475142, College Entrance Examination Board.
the liberal arts were the continuation of methods of inquiry that began with a "desire for a universal understanding."
(2025). 9781137358912, Palgrave Macmillan.
argued that there was a mathematical (and geometric) harmony to the cosmos or the universe; his followers linked the four arts of , , , and into one area of study to form the "disciplines of the ".
(2025). 9781137358912, Palgrave Macmillan.
In the 4th-century-BC Athens, the government of the , or city-state, respected the ability of or public speaking above almost everything else. Eventually rhetoric, , and () became the educational programme of the . Together they came to be known as the seven liberal arts. Originally these subjects or skills were held by classical antiquity to be essential for a free person (liberalis, "worthy of a free person")
(1973). 9780691097398, Princeton University Press. .
to acquire in order to take an active part in civic life, something that included among other things participating in public debate, defending oneself in court, serving on juries, and participating in military service. While the arts of the quadrivium might have appeared prior to the arts of the trivium, by the Middle Ages educational programmes taught the trivium (grammar, logic, and rhetoric) first while the quadrivium (arithmetic, geometry, music, astronomy) were the following stage of education.

Rooted in the basic curriculum – the or "well-rounded education" – of late and Hellenistic Greece, the "liberal arts" or "liberal pursuits" (Latin liberalia studia) were already called so in formal education during the . The first recorded use of the term "liberal arts" (artes liberales) occurs in by Marcus Tullius Cicero, but it is unclear if he created the term.Kimball, Bruce (1995). Orators and Philosophers. New York: College Entrance Examination Board. p. 13Cicero. De Inventione. Book 1, Section 35 Seneca the Younger discusses liberal arts in education from a critical point of view in . The exact classification of the liberal arts varied however in Roman times, and it was only after Martianus Capella in the 5th century influentially brought the seven liberal arts as bridesmaids to the , that they took on canonical form.

The four "scientific" artes – music, arithmetic, geometry, and astronomy – were known from the time of onwards as the . After the 9th century, the remaining three arts of the "" – grammar, logic, and rhetoric – were grouped as the trivium. It was in that two-fold form that the seven liberal arts were studied in the medieval Western university.

(1983). 9780253351852, Indiana University Press. .
During the , logic gradually came to take predominance over the other parts of the trivium.

In the 12th century the iconic image – Philosophia et septem artes liberales (Philosophy and seven liberal arts) – was produced by an nun and abbess Herrad of Landsberg with her community of women as part of the Hortus deliciarum. Their encyclopedia compiled ideas drawn from philosophy, theology, literature, music, arts, and sciences and was intended as a teaching tool for women of the abbey.

(2011). 9780812202113, University of Pennsylvania Press. .
The image Philosophy and seven liberal arts represents the circle of philosophy, and is presented as a rosette of a cathedral: a central circle and a series of semicircles arranged all around. It shows learning and knowledge organised into seven relations, the Septem Artes Liberales or Seven Liberal Arts. Each of these arts find their source in the Greek φιλοσοφία, philosophia, literally "love of wisdom". St. Albert the Great, a doctor of the Catholic Church, asserted that the seven liberal arts were referred to in Sacred Scripture, saying: "It is written, 'Wisdom hath built herself a house, she hath hewn her out seven pillars' (Proverbs 9:1). This house is the Blessed Virgin; the seven pillars are the seven liberal arts." '']]

In the , the Italian humanists and their Northern counterparts, despite in many respects continuing the traditions of the Middle Ages, reversed that process.G. Norton ed., The Cambridge History of Literary Criticism Vol 3 (1999)p. 46 and pp. 601–4 Re-christening the old trivium with a new and more ambitious name: Humanitas]], and also increasing its scope, they downplayed logic as opposed to the traditional Latin grammar and rhetoric, and added to them history, Greek, and moral philosophy (ethics), with a new emphasis on poetry as well.Paul Oskar Kristeller, Renaissance Thought II: Papers on Humanism and the Arts (New York: Harper Torchbooks, 1965), p. 178. The spread throughout Europe during the sixteenth century and became the educational foundation for the schooling of European elites, the functionaries of political administration, the clergy of the various legally recognized churches, and the learned professions of law and medicine.Charles G. Nauert, Humanism and the Culture of Renaissance Europe (New Approaches to European History) (Cambridge University Press, 2006), pp. 172–173. The ideal of a liberal arts, or humanistic education grounded in , persisted in Europe until the middle of the twentieth century; in the United States, it had come under increasingly successful attack in the late 19th century by academics interested in reshaping American higher education around the natural and social sciences.Bod, Rens; A New History of the Humanities, Oxford University Press, Oxford, 2014.Adler, Eric; The Battle of the Classics: How a Nineteenth-Century Debate Can Save the Humanities Today, Oxford University Press, Oxford, 2020, p. 59.

Similarly, Wilhelm von Humboldt's educational model in (now Germany), which later became the role model for higher education also in North America, went beyond vocational training. In a letter to the Prussian king, he wrote:

The philosopher Julian Nida-Rümelin has criticized discrepancies between Humboldt's ideals and the contemporary European education policy, which narrowly understands education as a preparation for the labor market, arguing that we need to decide between "McKinsey and Humboldt".

Modern usage
The modern use of the term liberal arts consists of four areas: the natural sciences, social sciences, arts, and . Academic areas that are associated with the term liberal arts include:

For example, the core courses for Georgetown University's Doctor of Liberal Studies program cover philosophy, theology, history, art, literature, and the social sciences. Wesleyan University's Master of Arts in Liberal Studies program includes courses in visual arts, art history, and professional writing, literature, history, mathematics, film, government, education, biology, psychology, and astronomy.

Secondary school
Liberal arts education at the secondary school level prepares students for higher education at a university.

Curricula differ from school to school, but generally include , , , , , , music, history, philosophy, , , and foreign languages.

In the United States
In the United States, liberal arts colleges are schools emphasizing undergraduate study in the liberal arts. The teaching at liberal arts colleges is often , typically with small classes; professors are often allowed to concentrate more on their teaching responsibilities than are professors at research universities.

In addition, most four-year colleges are not devoted exclusively or primarily to liberal arts degrees, and offer programs. In fact, STEM graduates at liberal arts colleges have been demonstrated to be more likely to apply to graduate school in STEM than their peers and make up a higher proportion of National Academy of Science members than would usually be expected for the number of STEM graduates produced by an institution.

Traditionally, a bachelor's degree in one particular area within liberal arts, with substantial study outside that main area, is earned over four years of full-time study. However, some universities such as Saint Leo University, Pennsylvania State University, Florida Institute of Technology, and New England College have begun to offer an in liberal arts. Colleges like the Thomas More College of Liberal Arts offer a unique program with only one degree offering, a Bachelor of Arts in Liberal Studies, while the Harvard Extension School offers both a Bachelor of Liberal Arts and a Master of Liberal Arts. Additionally, colleges like the University of Oklahoma College of Liberal Studies and the Harvard Extension School offer an online, part-time option for adult and nontraditional students.

Most students earn either a Bachelor of Arts degree or a Bachelor of ScienceFor example, Georgia Institute of Technology's bachelor of science degree in Applied Languages and Intercultural Studies http://www.modlangs.gatech.edu degree.

Great Books movement
Origins (1910s–1930s)
The movement’s intellectual roots lie in Charles William Eliot’s Harvard Classics (1909) and in ’s “General Honors” course at Columbia (1919), where primary texts replaced survey textbooks.
(2025). 9781137042620, Palgrave Macmillan. .
Erskine’s colleagues Mortimer J. Adler and Robert Maynard Hutchins exported the seminar model to Chicago in 1931, contending that sustained engagement with classic works would provide a common stock of ideas essential to democratic citizenship.

In 1937 St. John's College radically shifted its curriculum to focus on the Great Books of the Western World, aiming to provide a form of liberal arts education that stood apart from increasingly specialized nature of higher education. This new approach emphasized a broad-based education rooted in classical texts from philosophy, literature, science, and other disciplines, in contrast to the growing trend toward technical and vocational training in universities.

Consolidation and popularisation (1940s–1950s)
Hutchins, Adler and labour organiser Henry Johnson founded the nonprofit Great Books Foundation in 1947 to sponsor adult discussion groups nationwide.

In 1952, Encyclopædia Britannica published a 54 volume set titled the Great Books of the Western World under the direction of Robert Hutchins and Mortimer Adler. This work was designed to serve as a comprehensive anthology of the foundational texts of Western civilization, spanning authors from Homer and Plato to Shakespeare and Newton. The collection aimed to promote critical thinking and engagement with the ideas that have shaped Western thought.

Critique and decline (1960s–1980s)
During the cultural upheavals of the 1960s the movement attracted criticism for privileging Euro-American male authors and for treating texts ahistorically. Louis Menand observes that its classroom practice “positioned itself against the grain of academic disciplinary paradigms,” thereby provoking recurring disputes over expertise and identity politics. Journalists likewise questioned its relevance: a 1992 Washington Post profile of St. John’s dubbed the college “the ultimate anachronism” for focusing on “dead white men,” even as it praised graduates’ analytical skills.

In 1990, a second edition was released, expanding the collection to 60 volumes and updating its content to reflect more contemporary works and scholarship.

Revival and diversification (1990s–present)
Amid concern over declining humanities enrolments, a Chronicle of Higher Education survey in 1999 identified eleven new or revitalised great-books programmes at U.S. campuses, often launched with support from the National Association of Scholars. Many such curricula now incorporate works by women and non-Western authors, while advocates argue that juxtaposing, for example, and demonstrates the canon’s adaptability to diverse classrooms.

Interest among Muslim education institutions
In recent years, there has been a revival of interest in the Great Books and the broader Liberal Arts tradition within some contemporary Muslim educational institutions. Notably, neo-traditional Muslim scholars like and (also known as Tim Winter) have advocated for incorporating the study of these classical works into the curriculum. These scholars emphasize that Muslims historically engaged deeply with the classical liberal arts, particularly the trivium (grammar, rhetoric, and logic) and quadrivium (arithmetic, geometry, music, and astronomy), both of which are foundational to the Western liberal arts tradition.

Institutions like in the United States and the Cambridge Muslim College in the United Kingdom have integrated elements of the Great Books and the liberal arts into their educational models, fostering a greater appreciation for the interconnectedness of intellectual traditions across cultures. These colleges encourage students to study classical Islamic texts alongside Western works, fostering a holistic education that draws on both Islamic and Western intellectual heritage. The engagement with the trivium and quadrivium in these institutions highlights the enduring value of liberal arts education, not only in Western contexts but also within broader, more global educational traditions.

Legacy
Great-books seminars remain core requirements at Columbia, Chicago and St. John’s, underpin discussion groups run by the Great Books Foundation, and inform executive-education offerings at the Aspen Institute. Supporters contend that shared inquiry into enduring questions fosters civic deliberation, whereas detractors view the canon as an exclusionary relic. The debate itself confirms the movement’s enduring cultural resonance.

In Europe
In most parts of Europe, liberal arts education is deeply rooted. In Germany, Austria and countries influenced by their education system it is called ' humanistische Bildung' (humanistic education). The term is not to be confused with some modern educational concepts that use a similar wording. Educational institutions that see themselves in that tradition are often a Gymnasium (high school, grammar school). They aim at providing their pupils with comprehensive education ( ) to form personality with regard to a pupil's own humanity as well as their innate intellectual skills. Going back to the long tradition of the liberal arts in Europe, education in the above sense was freed from and re-shaped by the theorists of the Enlightenment; in particular, Wilhelm von Humboldt. Since students are considered to have received a comprehensive liberal arts education at gymnasia, very often the role of liberal arts education in undergraduate programs at universities is reduced compared to the US educational system. Students are expected to use their skills received at the gymnasium to further develop their personality in their own responsibility, e.g. in universities' music clubs, theatre groups, language clubs, etc. Universities encourage students to do so and offer respective opportunities but do not make such activities part of the university's curriculum.

Thus, on the level of higher education, despite the European origin of the liberal arts college, the term liberal arts college usually denotes liberal arts colleges in the United States. With the exception of pioneering institutions such as Franklin University Switzerland (formerly known as Franklin College), established as a Europe-based, US-style liberal arts college in 1969, only recently some efforts have been undertaken to systematically "re-import" liberal arts education to continental Europe, as with Leiden University College The Hague, University College Utrecht, University College Maastricht, Amsterdam University College, Roosevelt Academy (now University College Roosevelt), University College Twente (ATLAS), Erasmus University College, the University of Groningen, Bratislava International School of Liberal Arts, Leuphana University of Lüneburg, Central European University, and Bard College Berlin, formerly known as the European College of Liberal Arts. Central European University launched a liberal arts undergraduate degree in Culture, Politics, and Society in 2020 as part of its move to Vienna and accreditation in Austria. As well as the colleges listed above, some universities in the Netherlands offer bachelors programs in Liberal Arts and Sciences (Tilburg University). Liberal arts (as a degree program) is just beginning to establish itself in Europe. For example, University College Dublin offers the degree, as does St. Marys University College Belfast, both institutions coincidentally on the island of Ireland. In the Netherlands, universities have opened constituent liberal arts colleges under the terminology since the late 1990s. The four-year bachelor's degree in Liberal Arts and Sciences at University College Freiburg is the first of its kind in Germany. It started in October 2012 with 78 students. The first Liberal Arts degree program in was established at University in 2011, followed by a Liberal Arts Bachelor Programme at Uppsala University's Campus in the autumn of 2013. The first Liberal Arts program in Georgia was introduced in 2005 by American-Georgian Initiative for Liberal Education (AGILE), an NGO. Thanks to their collaboration, Ilia State University became the first higher education institution in Georgia to establish a liberal arts program.

In France, Chavagnes Studium, a Liberal Arts Study Centre in partnership with the Institut Catholique d'études supérieures, and based in a former Catholic seminary, is launching a two-year intensive BA in the Liberal Arts, with a distinctively Catholic outlook. It has been suggested that the liberal arts degree may become part of mainstream education provision in the United Kingdom, Ireland and other European countries. In 1999, the European College of Liberal Arts (now Bard College Berlin) was founded in Berlin and in 2009 it introduced a four-year Bachelor of Arts program in Value Studies taught in English, leading to an interdisciplinary degree in the humanities.

In England, the first institution to retrieve and update a liberal arts education at the undergraduate level was the University of Winchester with their BA (Hons) Modern Liberal Arts program which launched in 2010. In 2012, University College London began its interdisciplinary Arts and Sciences BASc degree (which has kinship with the liberal arts model) with 80 students. In 2013, the University of Birmingham created the School of Liberal Arts and Natural Sciences, home of a suite of flexible 4-year programs in which students study a broad range of subjects drawn from across the university, and gain qualifications including both traditional Liberal Arts and Natural Sciences, but also novel thematic combinations linking both areas. King's College London launched the BA Liberal Arts, which has a slant towards arts, humanities and social sciences subjects. The New College of the Humanities also launched a new liberal education programme. Richmond American University London is a private liberal arts university where all undergraduate degrees are taught with a US liberal arts approach over a four-year programme. Durham University has both a popular BA Liberal Arts and a BA Combined Honours in Social Sciences programme, both of which allow for interdisciplinary approaches to education. The University of Nottingham also has a Liberal Arts BA with study abroad options and links with its Natural Sciences degrees. In 2016, the University of Warwick launched a three/four-year liberal arts BA degree, which focuses on transdisciplinary approaches and problem-based learning techniques in addition to providing structured disciplinary routes and bespoke pathways. And for 2017 entry UCAS lists 20 providers of liberal arts programmes.

In , the four-year undergraduate , specifically the Master of Arts, has historically demonstrated considerable breadth in focus. In the first two years of Scottish MA and BA degrees students typically study a number of different subjects before specialising in their Honours years (third and fourth year).

The Bratislava International School of Liberal Arts (BISLA), a private institution located in the Old Town of , , is the first liberal arts college in Central Europe and has been granting three-year degrees since its opening in September 2006.

In Asia
The Commission on Higher Education of the mandates a General Education curriculum required of all higher education institutions; it includes a number of liberal arts subjects, including history, art appreciation, and ethics, plus interdisciplinary electives. Many universities have much more robust liberal arts core curricula; most notably, the Jesuit universities such as Ateneo de Manila University have a strong liberal arts core curriculum that includes philosophy, theology, literature, history, and the social sciences.

Forman Christian College is a liberal arts university in , Pakistan. It is one of the oldest institutions in the Indian subcontinent. It is a chartered university recognized by the Higher Education Commission of Pakistan. Aga Khan University offers a worldclass liberal arts education in the arts and sciences in , Pakistan, and in , Pakistan offers a holistic liberal arts and sciences experience to its students through its uniquely tailored liberal core program which is compulsory for all undergraduate degree students.

In India, there are many institutions that offer undergraduate UG or bachelor's degree/diploma and postgraduate PG or master's degree/diploma as well as doctoral PhD and postdoctoral studies and research, in this academic discipline.

Elsewhere in Asia, Lingnan University in Hong Kong, Asian University for Women and University of Liberal Arts Bangladesh are other liberal arts colleges. International Christian University in Tokyo is the first and one of the very few liberal arts universities in Japan. Fulbright University Vietnam is the first liberal arts institution in Vietnam.

In Australia
is a dedicated liberal arts college, located in the western suburbs of Sydney. Founded in 2006, it is the first tertiary educational liberal arts college of its type in Australia. Campion offers a Bachelor of Arts in the Liberal Arts as its sole undergraduate degree. The key disciplines studied are history, literature, philosophy, and theology.

The Millis Institute is the School of Liberal Arts at Christian Heritage College located in Brisbane. Founded by Dr. Ryan Messmore, former President of Campion College, the Millis Institute offers a Bachelor of Arts in the Liberal Arts in which students can choose to major in philosophy, theology, history or literature. It also endorses a 'Study Abroad' program whereby students can earn credit towards their degree by undertaking two units over a five-week program at the University of Oxford. As of 2022, Elizabeth Hillman is currently the President of the Millis Institute.

A new school of Liberal Arts has been formed in the University of Wollongong; the new Arts course entitled 'Western Civilisation' was first offered in 2020. The interdisciplinary curriculum focuses on the classic intellectual and artistic literature of the . Courses in the liberal arts have recently been developed at the University of Sydney and the University of Notre Dame.

See also
Citations
General and cited references
  • (1973). 9780691097398, Princeton University Press. .
  • (2025). 9780812202113, University of Pennsylvania Press.
  • Kimball, Bruce A. Orators and Philosophers: A History of the Idea of Liberal Education. College Board, 1995.
  • (2025). 9781137358912, Palgrave Macmillan.
  • (1983). 9780253351852, Indiana University Press.

Further reading
  • (2025). 9780316548885, Back Bay Books.
  • . The House of Intellect, Reprint Harper Perennial, 2002.
  • Blaich, Charles, Anne Bost, Ed Chan, and Richard Lynch. " Defining Liberal Arts Education." Center of Inquiry in the Liberal Arts, 2004.
  • . The Uses of a Liberal Education: And Other Talks to Students. (Open Court, 1973. )
  • Friedlander, Jack. Measuring the Benefits of Liberal Arts Education in Washington's Community Colleges. Los Angeles: Center for the Study of Community Colleges, 1982a. (ED 217 918)
  • and . From Humanism to the Humanities: The Institutionalizing of the Liberal Arts in Fifteenth- and Sixteenth-century Europe, Harvard University Press, 1987.
  • . A Student's Guide to Intellectual Work, The University of Notre Dame Press, 1964.
  • . The Art of Teaching, Vintage Books, 1950.
  • Joseph, Sister Miriam. The Trivium: The Liberal Arts of Logic, Grammar, and Rhetoric. Paul Dry Books Inc, 2002.
  • Kimball, Bruce A. The Liberal Arts Tradition: A Documentary History. University Press Of America, 2010.
  • McGrath, Charles. "What Every Student Should Know", New York Times, 8 January 2006.
  • Parker, H. "The Seven Liberal Arts," The English Historical Review, Vol. V, 1890.
  • Ruckdeschel, Christopher. On the Nature of the Classical Liberal Arts, Bookbaby, 2019.
  • Saint-Victor, Hugh of. The Didascalicon, Columbia University Press, 1961.
  • Schall, James V. Another Sort of Learning, Ignatius Press, 1988.
  • Sertillanges, A. G. The Intellectual Life, The Catholic University of America Press, 1998.
  • Tubbs, N. (2011) "Know Thyself: Macrocosm and Microcosm" in Studies in Philosophy and Education Volume 30 no.1
  • Winterer, Caroline. The Culture of Classicism: Ancient Greece and Rome in American Intellectual Life, 1780–1910. Baltimore: Johns Hopkins University Press, 2002.
  • The Nature of a Liberal College. Lawrence University Press, 1937.
  • Zakaria, Fareed. In Defense of a Liberal Education. New York: W.W. Norton & Company, 2015.

External links
  • Definition and short history of the Seven Liberal Arts from 1905.
  • Fr. Herve de la Tour, "The Seven Liberal Arts", Edocere, a Resource for Catholic Education, February 2002. Thomas Aquinas's definition of and justification for a liberal arts education.
  • . "The Seven Liberal Arts". In The Catholic Encyclopedia. New York: Robert Appleton Company, 1907. Retrieved 13 August 2012. "Renaissance Humanists, over-fond of change, unjustly condemned the system of the seven liberal arts as barbarous. It is no more barbarous than the Gothic style, a name intended to be a reproach. The Gothic, built up on the conception of the old basilica, ancient in origin, yet Christian in character, was misjudged by the Renaissance on account of some excrescences, and obscured by the additions engrafted upon it by modern lack of taste… That the achievements of our forefathers should be understood, recognized, and adapted to our own needs, is surely to be desired."
  • Andrew Chrucky (1 September 2003). "The Aim of Liberal Education". "The content of a liberal education should be moral problems as provided by history, anthropology, sociology, economics, and politics. And these should be discussed along with a reflection on the nature of morality and the nature of discussions, i.e., through a study of rhetoric and logic. Since discussion takes place in language, an effort should be made to develop a facility with language."
  • "Philosophy of Liberal Education" A bibliography, compiled by , with links to essays offering different points of view on the meaning of a liberal education.
  • Mark Peltz, "The Liberal Arts and Leadership", College News (The Annapolis Group), 14 May 2012. A defense of liberal education by the Associate Dean of (first appeared in Inside Higher Ed).
  • "Liberal Arts at the Community College" , an ERIC Fact Sheet. ERIC Clearinghouse for Junior Colleges Los Angeles
  • "A Descriptive Analysis of the Community College Liberal Arts Curriculum" . ERIC Clearinghouse for Junior Colleges Los Angeles
  • The Center of Inquiry in the Liberal Arts. Website about The Wabash Study (for improving liberal education). Sponsored by the Center of Inquiry in the Liberal Arts at (), the Wabash Study began in the fall of 2010 – scheduled to end in 2013. Participants include 29 prominent colleges and universities.
  • . An online platform in support of the liberal education community. It is a forum for sharing practices, outcomes, and lessons learned of online learning. Formerly sponsored by the Center of Inquiry in the Liberal Arts, The Academic Commons is hosted by the National Institute for Technology in Liberal Education ( "NITLE". ).
  • The Liberal Arts Advantage – for Business. Website dedicated to "Bridging the gap between business and the liberal arts". "A liberal arts education is aimed at developing the ability to think, reason, analyze, decide, discern, and evaluate. That's in contrast to a professional or technical education (business, engineering, computer science, etc.) which develops specific abilities aimed at preparing students for vocations."
  • Video explanation by Professor Nigel Tubbs of liberal arts curriculum and degree requirements of Winchester University, UK.. "Liberal arts education (Latin: liberalis, free, and ars, art or principled practice) involves us in thinking philosophically across many subject boundaries in the humanities, the social and natural sciences, and fine arts. The degree combines compulsory modules covering art, religion, literature, science and the history of ideas with a wide range of optional modules. This enables students to have flexibility and control over their programme of study and the content of their assessments."

Page 1 of 1
1
Page 1 of 1
1

Account

Social:
Pages:  ..   .. 
Items:  .. 
Click to view the UPC Scavenger App on google play.

Navigation

General: Atom Feed Atom Feed  .. 
Help:  ..   .. 
Category:  ..   .. 
Media:  ..   .. 
Posts:  ..   ..   .. 

Statistics

Page:  .. 
Summary:  .. 
1 Tags
10/10 Page Rank
5 Page Refs
2s Time