General Education: 8 courses
| World Citizenship (5) | Fuller Life (3) | |
|---|---|---|
| Aim | Habit of sustained , collaborative, research-based quantitative and non quantitative analytical thought | To reach a deep appreciation for at least three of the following life joys: Music, art, drama, dance, athletics |
| How -1
Number and nature of courses |
Five courses on each of the most important issues facing mankind – peace/security, sustainable prosperity,
Justice, freedom, and truth. To understand any one of the 5 demands studying all 5. |
Three courses in the
three areas in which the student is least proficient. Deep appreciation requires practice. The goal will be to reach a basic level of proficiency that brings a deep joy and perhaps a life long hobby. |
| How – 2
Capstones |
Each class of each course structured around preparing a capstone project incorporating
the seven disciplines: economics, politics, history, ethics, science, statistics, rhetoric. |
Capstone projects could include a 12 bar blues composed and performed,
a self-portrait drawing, a film, a balanced fitness program designed, executed, logged |
| How – 3
Elements of capstone |
The capstone project should incorporate an oral presentation, a written essay, and a three-by-three posterboard. | Each capstone would include a portfolio of each stage of skill development
as well as journal entries explaining each stage. |
| How – 4
Ideology and Models |
The courses should be co-taught by professors from
opposite ends of the political spectrum. |
Great models for how to do this already exist:
The work of Betty Edwards, Scott Houston |
| How – 5
Toolkit and Hiring |
The course toolkit should include: the thematic journal, before and after test, checklist, matrix,
and calendar, setting a foundation for disciplined civic life after graduation. |
Colleges will have to hire many more practicing musicians, artists, dramatists, dancers, and coaches to accomplish this. Funding options are many. |