By N. Kindelan
Exploring the methods undergraduate theatre courses can play an important position in reaching the goals and studying results of a modern liberal schooling, Kindelan argues that theatre's signature pedagogy is helping all undergraduates develop into actively engaged in constructing severe and value-focused talents.
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Extra info for Artistic Literacy: Theatre Studies and a Contemporary Liberal Education
34 In 1880, the educator and scientist Thomas H. ”35 American educator John Dewey also favored this 34 ● Artistic Literacy approach. 36 For Dewey, education’s purpose, as it related to the philosophy behind educational progressivism, was not to reproduce the standards and values of absolute certainty and thus perpetuate the ideas of an older, European educational culture. Instead, a college education in a country with democratic principles was to be receptive to multiple perspectives and to employ a free experimental approach when facing situations that would be encountered in the modern world, since social communication changes what we know in every age.
On the other hand, James B. Conant, the chemist, wartime science advisor, and president of Harvard University (1933–1953), who sponsored the well-known 1945 Harvard report General Education in a Free Society known as the Red Book, as well as the others who authored the report, had more democratic views in mind. 31 Conant and the other authors of the Red Book moderated that view somewhat. ”32 Cultural historian and educator Louis Menand imparts his view of Harvard’s 1945 position on the Great Books controversy: The great books are read because they have been read.
Modification and accommodation of both ideals formed the popular and more comprehensive ideas about liberal education. Smaller colleges and universities in the United States favored accommodating the characteristics of the artes liberales ideal (the rhetorical ideal, classical letters and texts, and Arnold’s views); thus, Kimball alleges, “neo-humanism” prevails at such institutions. 41 From the early 1930s to the late 1950s, accommodation and the various attitudes regarding what constitutes a liberal education generated continual controversy, confusion, and self-examination.