Word: creationism
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...suggesting that SEAS’ creation has led Harvard to abdicate from the “big questions.” Harvard is not about to become Boston University, with its 20 centrifugal schools, anytime soon. But it is equally thoughtless to think that the creation of an entire school within a school will leave Harvard absolutely unscathed. It is difficult to say precisely how SEAS will contribute to the fragmentation of knowledge, but a look at the historical record gives us some idea of how it has happened in the past...
...change.) The reasons are varied and many, and I’d rather not appraise a field’s essence for rebellious idiosyncrasies. But both the recent decline of the liberal arts model, as well as the field’s history of self-fragmentation, suggest that the creation of SEAS is a step in the wrong direction...
Emerson, to my mind, got it right. And when I read the January report on “Curricular Renewal in Harvard College,” I was reassured that we were also getting it right. After all, the report called for the creation of new courses in general education that would be “expansive in scope and integrative in approach.” The portal experience, it was emphasized, should be designed to “situate important texts, concepts, and discoveries in the context of larger problems and themes in ways that provide students with...
...statement after Summers stepped down.But at the Feb. 7 meeting, Summers’ response elicited murmurs from the gathered professors.Summers’ allies assailed McClintick’s article. Glimp Professor of Economics Edward L. Glaeser called the article “a potent piece of hate creation.” And the University’s general counsel, Robert W. Iuliano ’83, wrote to Institutional Investor editors protesting the story’s portrayal of Summers.But those protests did not soften the blow that McClintick’s article dealt to Summers’ presidency...
...challenge, of course, is still to translate ambitious programmatic statements like the one enunciated in the report of the Committee on General Education into multiple, concrete pedagogical practices. Once the principles are in place, what incentives do you provide to stimulate the creation of new courses, and how do you ensure that those new courses comply with both the letter and the spirit of the new curricular aspirations...