Realizing General Education: Reconsidering Conceptions and Renewing Practice

Constructing a Prototype: Realizing a Scholarship of Practice in General Education

“…It has been widely bemoaned that “scholarship reconsidered” lacked definitional clarity (Boshier, ; Glassick, ; Hutchings & Shulman, ; Wells, ) even as it offered a rich vocabulary and valuable conceptual anchor (Glassick, ; Wells, ). Unfortunately, general education also suffers from longstanding conceptual confusion (Wells, ). Moreover, a wide variety of scholarly products are devoted to general education; the illustrations used in this chapter alone span from scholarly articles to empirical research, reflective essays to position‐taking rhetorical discourse.…”

“…A scholarship base in general education that effectively guides practice requires conceptual clarity and interpretive acuity. There are a wide variety of implicit ideals for general education evident in our society and institutions (Wells, ). These ideals must be analyzed and clarified if we are to comprehend and examine them accurately.…”

“…A longitudinal analysis of general education indicates that coherence remains elusive (Boning, ). Nonetheless, general education is regularly touted as a means to coherence in today's academy (Wells, ). The connection between general education and the intellectual coherence of the academy is a crucial, ongoing concern.…”

Evaluating core curricula implemented at undergraduate programs of universities

“…Ö¤retim elemanlar›, içeri¤in ö¤rencilerin ilgisini çeken, önemli oldu¤unu düflündü¤ü, haz›rbulunuflluk düzeylerine uy-gun ve kendi uzmanl›k alanlar›yla iliflkilendirilebildikleri konulardan oluflmas›n› önermifltir: Çekirdek program›n içeri¤ine iliflkin bu öneriler çeflitli ça-l›flmalarda da vurgulanm›flt›r: "Ö¤renciler kendi ilgileri do¤rultusunda" çekirdek dersler almal› (Bossing, 1940'tan akt. Goodland, 1987, içerik belirlenirken "ö¤rencilerin ilgileri ile toplumun istekleri harmanlanmal›" (Burnett, 1951), "gençlerin önemli gördü¤ü" konular içeri¤e dâhil edilmeli (Wells, 2016), onlar için "önemli olan sorunlara/konulara odaklan›l-mal›" (Oliva, 2009) ve onlar›n haz›rbulunuflluk düzeyleri dikkate al›nmal›d›r (Pregitzer ve Clements, 2013).…”

“…Çekirdek program, "T-tipi" insanlar›n yetifltirilmesine katk› sa¤layabilir. Çünkü bu program, farkl› alanlardan temel bilgiler sunar (Wells, 2016) ve ö¤rencilerin farkl› disiplinlerdeki bilgileri bütünlefltirmesini sa¤lar (AACTE, 2010;AAC&U, 2007;Allen, 2006;Boning, 2007;Rhodes, 2010). Çekirdek program, yüksekö¤retimin gelece¤i konusunda yap›lan kapsaml› çal›flmalarda vurgulanan uluslar afl›r› hareketlilik (OECD, 2008(OECD, , 2009; iflbirli¤i (EC, 2014;NMC, 2015NMC, , 2016NMC, , 2017OECD, 2007OECD, , 2008; etkin ka-t›l›m, yarat›c›l›k, giriflimcilik (EC, 2014;NMC, 2015) gibi baz› özelliklerin bireylere kazand›r›lmas›nda da etkilidir.…”