拯救通识教育

Saving the Liberal Arts

Founded in 1889 to “transform mind, body, and spirit and encourage freedom of thought and liberty of conscience,” the school was built upon noble aspirations that united the community. It would provide a way for young adults to come of age by surrounding themselves with the best ideas humanity had ever produced — from the philosophy of Plato, to the sonnets of Shakespeare, to the music of Mozart.

改变思想、身体和精神,鼓励思想自由和道德解放【freedom 指自由,liberty 是 freedom 的一种,无论它(liberty)是摆脱暴政的自由(freedom),还是受限制的自由(freedom),或者仅仅是选择的自由(freedom)】。

它将为年轻的成年人提供一种方式,使他们围绕着人类有史以来最好的思想–从柏拉图的哲学,到莎士比亚的十四行诗,再到莫扎特的音乐,来完成他们的使命。

In this essay, I’ll outline a plan for saving the Liberal Arts. I’ll start with their history by going back to the origins of Western thinking. I’ll argue that we can only think about education clearly once we split it into two halves: civilized and professional. To explain why, I’ll outline the evolution of the Liberal Arts, from the ancients to where we are today. I’ll show why we’ve devalued their study by serving our wallets instead of our souls. Finally, I’ll propose a plan to create a modern Liberal Arts school with lower costs, expanded access, and students who graduate with a holistic view of the world and an appreciation for civilization’s greatest works.

在这篇文章中,我会给出一个拯救通识教育的方案。我将从西方思想的起源说起它们的历史。我认为,只有把教育分成两部分: 文明教育和专业教育,我们才能清晰地思考教育。为了解释其中的原因,我将概述文科的演变,从古人到我们今天所处的位置。我将展示为什么我们用我们的钱包而不是我们的灵魂来贬低他们的研究。

the Liberal Arts 翻译成「通识教育」好,还是「博雅教育」好(ref)?

博雅教育在概念上与通识教育类似,但若细分其差异,博雅教育是相对于职业或实用教育而言,其目的在培育 “统一的人格”;而通识教育是相对于专业教育而言,其目的在达到“统一的知识”。

  • Common Vocabulary and Understanding
    • History of the Liberal Arts
    • Education: A Classical Kind of Leisure
    • Oswald Spengler: Abandoning the Greek Model of Education
  • The Two Kinds of Education: Professional and Civilized
    • Professional Education
    • The Case for Civilized Education
  • The Evolution of the Liberal Art
    • Plato, Aristotle, and the Myopia of Youth
    • Benjamin Franklin, Thomas Jefferson, and the Great American Debate
    • Tocqueville and the American Vision
    • The Abolitionist Movement
  • Saving the Liberal Arts
    • The Half-Life of Skills
    • Practical vs. Fundamental Knowledge
    • The Usefulness of Useless Knowledge
  • Meaninglessness and Meritocracy
    • The God of Productivity
    • Lost Happiness
    • Making Sense of Death
  • How the Education System Failed
    • Why the College Model Is Flawed: Employers Drive the System
    • Why the College Model Is Flawed: The Tenure System
    • Why the College Model Is Flawed: The Financial Model
    • Why the College Model Is Flawed: Declining Standards
    • Why the College Model Is Flawed: Low-End Disruption
    • Do We Have Too Many College Graduates?
    • Students Should Study the Liberal Arts … Later
    • How Churches Get It Right
    • In Praise of Rest
  • An Online Liberal Arts Education
    • Learning on My Own
    • Three Guidelines for a Liberal Arts School
    • Non-Academic Academics
    • The Oversupply of PhDs
  • What’s Next?

  • 常用词汇和理解
    • 文科的历史
    • 教育:一种古典的休闲方式
    • 奥斯瓦尔德-斯宾格勒:抛弃希腊的教育模式
  • 教育的两种类型:职业教育和文明教育
    • 专业教育
    • 文明教育的案例
  • 自由艺术的演变
    • 柏拉图、亚里士多德和青年的近视眼
    • 本杰明·富兰克林、托马斯·杰斐逊和美国大辩论
    • 托克维尔和美国的愿景
    • 废奴主义运动
  • 拯救文艺
    • 技能的半衰期
    • 实用知识与基础知识
    • 无用知识的有用性
  • 无意义和功利主义
    • 生产力之神
    • 失去的幸福
    • 解释死亡的意义
  • 教育系统是如何失败的
    • 为什么大学模式是有缺陷的?雇主推动了这个系统
    • 为什么大学模式是有缺陷的?任职制度
    • 为什么学院模式是有缺陷的?财务模式
    • 为什么学院模式有缺陷?不断下降的标准
    • 为什么学院模式有缺陷?低端的破坏
    • 我们有太多的大学毕业生吗?
    • 学生应该学习文科……以后再说
    • 教会如何做得正确
    • 赞美安息
  • 在线文科教育
    • 自学
    • 文科学校的三个准则
    • 非学术性的学术研究
    • 博士生供过于求
  • 下一步是什么?

ref: https://perell.com/essay/saving-the-liberal-arts/