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Journal articles on the topic 'Liberal arts and sciences'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Volz, Austin X. "Walking Bridges: Placing the Liberal Arts and Sciences between Secondary and Higher Education." International Journal of Chinese Education 5, no. 1 (2016): 104–27. http://dx.doi.org/10.1163/22125868-12340063.

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When are the most appropriate times to receive a liberal arts and sciences education? The liberal arts and sciences model is meant to achieve aims that include general cognitive abilities, moral and social growth, and interdisciplinary understanding. This paper considers the case for studying the liberal arts and sciences in secondary school in comparison with studying them in college/university. Success in fostering cognitive skills such as critical thinking is used as a basis for comparison of these two settings. A review of empirical research suggests that general cognitive gains are not un

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2

Prather, Ronald E. "Computer science in an undergraduate liberal arts and sciences setting." ACM SIGCSE Bulletin 24, no. 2 (1992): 59–64. http://dx.doi.org/10.1145/130962.130972.

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3

Beck, Robert E., Lillian N. Cassel, and Richard H. Austing. "Computer science: a core discipline of liberal arts and sciences." ACM SIGCSE Bulletin 21, no. 1 (1989): 56–60. http://dx.doi.org/10.1145/65294.65300.

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4

Bowles, Dympna. "Transferability in the liberal arts and sciences." New Directions for Community Colleges 1988, no. 61 (1988): 27–38. http://dx.doi.org/10.1002/cc.36819886105.

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5

Jeong, Yeonjae. "A Historical Approach to establishing Liberal Arts and Sciences(LAS) as transdisciplinary and practical science －A Study on the Possiblity and Condition for Academic Identity Establishment of Liberal Arts." Korean Association of General Education 15, no. 6 (2021): 23–34. http://dx.doi.org/10.46392/kjge.2021.15.6.23.

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The present study examines the possibility of liberal arts as science through academic reflection on liberal arts education. Academic reflection is a work that closely investigates conditions and targets that can be established as a discipline, the methods of academic research, and the attitude of the investigator who conducts research. The reason for using the word “liberal arts and sciences” instead of “liberal arts education” is to determine whether the inherent limitation of the word “education” in academic classification can be overcome. The reality of liberal arts education is that it is

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6

Adams, William D. "Working: The Liberal Arts and Career Readiness." Public Affairs Quarterly 36, no. 3 (2022): 223–32. http://dx.doi.org/10.5406/21520542.36.3.05.

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Abstract Since the Great Recession of 2008–2009, practitioners of the liberal arts and sciences have experienced increasing pressure to demonstrate the relevance and value of liberal learning to working lives and careers. The economic crisis brought on by the COVID-19 pandemic is likely to increase that pressure. In this environment, how should defenders of the liberal arts and sciences be thinking about work and working lives? This essay attempts to answer that question by exploring broad trends in work and workplaces and connecting those trends back to the traditional concerns of liberal lea

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7

Won, Hyo-sig, Hyeon-Hyo Ahn, and Yong-Sook Jeon. "The Crisis in Foundational Studies and the Necessity of a Liberal Arts and Sciences College(LASC)." Korean Association of General Education 18, no. 3 (2024): 11–26. http://dx.doi.org/10.46392/kjge.2024.18.3.11.

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This paper addresses the inherent contradiction in universities since their inception, which involves the harmonization of discourse between liberal arts and specialized education and the creation of intellectuals with a blend of both general and specialized knowledge. Instead of resorting to traditional liberal arts approaches, this paper proposes a solution to the crisis in foundational studies from the perspective of creating a new paradigm known as “New Liberal Arts,” overcoming the internal contradictions fundamentally present in universities. Alongside this perspective, this paper reexam

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8

Jeon, Jonghee. "A Study on Student Opinion Survey in the Basic Liberal Arts Area of the Liberal Arts Curriculum: Focused on Humanities and Sciences." Korean Society of Culture and Convergence 45, no. 2 (2023): 159–73. http://dx.doi.org/10.33645/cnc.2023.02.45.02.159.

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The purpose of this study is to develop and conduct a student opinion survey on the humanities and sciences of basic liberal arts in the liberal arts curriculum of K University, and to identify the operation status based on the analysis results, and to discuss future educational directions and improvement plans. These subjects are required areas and are encouraged to be taken by first-year students as credits for graduation. In order to develop this student opinion survey, in the second semester of 2022, the liberal arts education student monitoring group took the lead to case studies and the

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9

Kim, Jongwon. "A Liberal Arts Course ‘Study on Studies’ with Expanded Content Based on Professors' Convergence." Korean Association of General Education 18, no. 6 (2024): 419–33. https://doi.org/10.46392/kjge.2024.18.6.419.

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To address the issues caused by the segmentation and fragmentation of knowledge in our highly specialized modern society, convergence-oriented liberal arts education is essential. This paper introduces the development and operational case of a convergence liberal arts course, ‘Study on Studies’, approached from a fresh perspective. Current general liberal arts education in universities often falls short of effectively helping students develop the ability to think integratively across various disciplines. ‘Study on Studies’ is designed so that professors first engage in convergence learning acr

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10

Lee, J. Scott. "Cultural Institutions, Theatre and Humanistic Liberal Education." Journal of Interdisciplinary Studies 28, no. 1 (2016): 152–71. http://dx.doi.org/10.5840/jis2016281/28.

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The purported crisis and opportunity in liberal education may be approached via a reconsideration of the arts in liberal arts education. The advantage of such a view is that proponents of humanistic liberal education could speak in their own terms, while incorporating in a systematic way studies of ancient and modern liberal arts, addressing public questions of the value and substance of a liberal education. A plausible issue for consideration is whether the “arts” can address a crisis, its purported causes and solutions, and the key role the humanities may have in building a renewed liberal a

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11

Kim, Kyeong-Eon, and Sang-Ki Lee. "Analysis of University Students Liberal Arts Curriculum Perception and Needs." Korean Association of General Education 18, no. 5 (2024): 245–60. http://dx.doi.org/10.46392/kjge.2024.18.5.245.

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This purpose of this study is to analyze the perceptions and needs of students at University C regarding ‘liberal arts education’ and to draw implications for the reorganization and operation of the liberal arts curriculum. To this end, a survey was conducted on the perceptions and needs of the monitoring group of University C, and in-depth interviews and data analysis were conducted. A total of 91 students participated in the survey, responding to their perceptions of liberal arts education in general and their needs, and the researchers reviewed and analyzed 40 final reports submitted by the

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12

Godwin, Kara A., and Noah Pickus. "China’s Opportunity: Recommendations for Liberal Arts Innovation." International Higher Education, no. 93 (March 29, 2018): 27–28. http://dx.doi.org/10.6017/ihe.0.93.10423.

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13

Godwin, Kara A., and Noah Pickus. "China’s Opportunity: Recommendations for Liberal Arts Innovation." International Higher Education 2, no. 93 (2018): 27. http://dx.doi.org/10.6017/ihe.2018.93.10385.

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14

Becker, Jonathan. "The Global Liberal Arts Challenge." Ethics & International Affairs 36, no. 3 (2022): 283–301. http://dx.doi.org/10.1017/s0892679422000314.

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AbstractThe democratic backsliding that has accelerated across the globe over the past decade has included a rollback of liberal arts and sciences (LAS) as a system of university education. This essay explores the origins and goals of the global LAS education reform movement. I argue that while the movement is under threat largely due to its principled value of educating democratic citizens, it still has powerful potential and global impact; in part because LAS education is primarily an indigenous phenomenon adapting to local circumstances. I also argue that U.S. universities could contribute

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15

Shein, David. "Academic Advising for the Liberal Arts and Sciences." Voprosy Obrazovaniya/ Educational Studies. Moscow, no. 4 (2015): 132–46. http://dx.doi.org/10.17323/1814-9545-2015-4-132-146.

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16

Cheng, Jianshan. "Interdisciplinary Education of Foreign Language Majors in Chinese Local Universities under the Background of New Liberal Arts." English Language Teaching 15, no. 3 (2022): 38. http://dx.doi.org/10.5539/elt.v15n3p38.

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New liberal arts refer to the reorganization of traditional liberal arts to realize the intersection and integration within liberal arts and between liberal arts and natural sciences. The characteristics of new liberal arts are mainly problem-orientation, cross-integration, new technology application and innovative development. Under the background of new liberal arts, the implementation of interdisciplinary education in foreign language majors is an effective way for local colleges and universities to promote the construction of &quot;new foreign languages&quot; and the training of in

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17

Bender, Thomas. "Liberal Arts, Civic Life, and the Practicality Question." Journal of General Education 62, no. 2-3 (2013): 112–19. http://dx.doi.org/10.5325/jgeneeduc.62.2-3.112.

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Abstract Hyperspecialization in the disciplines and the rewards for that combined with the growing mantra for first job preparation are double threats to liberal teaching and learning. Given that circumstance, the sorts of synthetic lecture classes in the humanities and social sciences that once provided the foundations of liberal learning have evaporated. Rather than lamenting what we can no longer do, we might rethink what we can do with our hyperspecialists and the desire for practicality in liberal education.

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18

Kim, Kyoung Hee. "A Study on Actual Situations of ‘The Late Generalization’ in Japanese Universities－Focused on Cases of the University of Tokyo." Korean Association of General Education 16, no. 1 (2022): 61–72. http://dx.doi.org/10.46392/kjge.2022.16.1.61.

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In the midst of the tremendous social changes brought about by the era of the 4<sup>th</sup> Industrial Revolution as well as that of A.I. (Artifical Intelligence), a crisis in theory is now emerging within universities. As seen by the changes and reforms undertaken in education by universities to prepare their students for the future society, there have been attempts to reorganize the education system, especially within the liberal arts. Moreover, the importance of the general education at universities is receiving new attention. In this study, I will analyze and contemplate the l

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19

Jeffers, James S. "Envisioning a Christian Liberal Arts Education." Journal of Interdisciplinary Studies 14, no. 1 (2002): 141–64. http://dx.doi.org/10.5840/jis2002141/27.

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Increasing specialization and the fragmentation of knowledge have become the hallmarks of contemporary higher education. The general education or core curriculum at American colleges and universities has gradually also lost its useful original purpose to help each student become an educated person with a clear set of beliefs and values, a citizen capable of leading a moral, compassionate, and committed life. Christian hitter education has followed this general trend, despite the fact that most Christian colleges and universities have a core identity which they want to pass on to their students

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20

FUJIGAKI, Yuko. "Liberal Arts Education for Bridging Natural Sciences, Social Sciences, and Humanities." TRENDS IN THE SCIENCES 19, no. 5 (2014): 5_34–5_37. http://dx.doi.org/10.5363/tits.19.5_34.

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21

Yoo, Jisung, and Yeonjoo Lee. "Research on Current Status and Development Plans of Shared Universities: Focusing on Building a Foundation for Sharing Liberal Arts Subjects in Universities in Local Area." Korean Society of Culture and Convergence 45, no. 9 (2023): 1431–43. http://dx.doi.org/10.33645/cnc.2023.09.45.09.1431.

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The purpose of this study is to explore the current status and development plan for sharing of liberal arts courses in locally-based universities. Interviews were conducted with managers of 5 regions promoting the sharing of liberal arts subjects. Data related to the criteria for selecting liberal arts subjects, sharing methods, and student selection methods were determined. Additionally, FGI (Focus Group Interview) was conducted with 4 experts related to sharing liberal arts courses for suggesting development plans of liberal arts subject sharing of universities in local ares. As a result of

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22

Vest, Charles M. "The sciences and liberal arts: Reaching a common language." New Directions for Higher Education 1994, no. 85 (1994): 13–19. http://dx.doi.org/10.1002/he.36919948504.

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23

Shao, Hui, and Zhixian Yu. "Exploration and Practice of Teaching from the Perspective of New Liberal Arts The Case of the Course “Introduction to Cultural Industry”." Tobacco Regulatory Science 7, no. 5 (2021): 3576–85. http://dx.doi.org/10.18001/trs.7.5.1.134.

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The construction of new liberal arts brings new goals and challenges to the cultivation of liberal arts talents, while it provides new opportunities and approaches for the development of Humanities and Social Sciences. As one of the basic courses of Humanities, the course of Introduction to Cultural Industry must adapt to the changes and development of the times and carry out timely teaching reform. Based on the discussion of the connotation of the new liberal arts, taking the specific practice of the course “Introduction to cultural industry” of Ningbo University as an example, this paper add

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24

Kato, Hiroharu. "Literacy, Science, Liberal Arts, and Education." TRENDS IN THE SCIENCES 4, no. 11 (1999): 46–49. http://dx.doi.org/10.5363/tits.4.11_46.

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25

Verosub, Kenneth L. "Liberal Arts Colleges and Science Education." Science 274, no. 5293 (1996): 1595. http://dx.doi.org/10.1126/science.274.5293.1595.a.

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26

Walker, Henry M., and Charles Kelemen. "Computer Science and the Liberal Arts." ACM Transactions on Computing Education 10, no. 1 (2010): 1–10. http://dx.doi.org/10.1145/1731041.1731043.

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27

Drysdale, R. L. Scot, Henry F. Korth, and Allen B. Tucker. "Computer Science in Liberal Arts Colleges." Computer Science Education 1, no. 1 (1988): 11–35. http://dx.doi.org/10.1080/0899340880010103.

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28

Verosub, K. L. "Liberal Arts Colleges and Science Education." Science 274, no. 5293 (1996): 1593d—1597. http://dx.doi.org/10.1126/science.274.5293.1593d.

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29

Verosub, K. L. "Liberal Arts Colleges and Science Education." Science 274, no. 5293 (1996): 1595a. http://dx.doi.org/10.1126/science.274.5293.1595a.

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30

Bunnett, Jospeh. "Editorial - Science in Liberal Arts Colleges." Accounts of Chemical Research 18, no. 9 (1985): 259. http://dx.doi.org/10.1021/ar00117a600.

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31

Jung, Mi. "Proposal for effective Operation of Liberal Science Education in University－Focusing on case studies of 〈University Basic Physics〉 and 〈Introduction to Natural Science〉." Korean Association of General Education 17, no. 2 (2023): 197–216. http://dx.doi.org/10.46392/kjge.2023.17.2.197.

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With the development of modern science in the era of the 4th industrial revolution, the necessity of science education is in more demanded than even for cultivating convergent human resources to meet the needs of the times and for understanding science at the liberal arts level. Liberal science education is essential for all college students in order for them to achieve any level of prosperity in a society that so steeped in science and technology, as is our current, modern society. However, It is an important issue for us to consider whether or not the liberal arts enhances science and scient

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32

Liu, Lihua. "Innovation of Talent Training System of Interdisciplinary Integration of University Economics and Management under the Background of New Liberal Arts Construction." Economic Society and Humanities 2, no. 1 (2025): 107–14. https://doi.org/10.62381/e254117.

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The proposal of the construction of new liberal arts puts forward a new reform direction for the development of humanities and social sciences in higher education in China in the new period. The scientific and technological revolution with artificial intelligence and big data as the core promotes the transformation and upgrading of traditional liberal arts to new liberal arts. In this paper, taking Zhangjiajie College as an example, under the background of the construction of new liberal arts, through the digital reconstruction of courses, collaborative innovation between industry and educatio

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33

Gilberti, Anthony F. "Technology as Liberal Arts: Impacts." Bulletin of Science, Technology & Society 12, no. 4-5 (1992): 211–15. http://dx.doi.org/10.1177/027046769201200407.

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34

Brockway, John P. "Technology & The Liberal Arts." Bulletin of Science, Technology & Society 6, no. 2 (1986): 240–45. http://dx.doi.org/10.1177/027046768600600216.

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35

Brockway, John P. "Technology & the Liberal Arts." Bulletin of Science, Technology & Society 6, no. 3 (1986): 240–45. http://dx.doi.org/10.1177/027046768600600316.

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36

Marra, Rose M., and Betsy Palmer. "Epistemologies of the Sciences, Humanities, and Social Sciences: Liberal Arts Students' Perceptions." Journal of General Education 57, no. 2 (2008): 100–118. http://dx.doi.org/10.2307/27798098.

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Abstract In this study we investigated students' domain-specific and domain-general epistemological perspectives within the social sciences/humanities and the sciences. Data validated a grounded theory of how epistemological beliefs develop at different paces in these domains. Results are discussed in terms of how to use these differences to inform teaching and learning.

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37

Rose M. Marra and Betsy Palmer. "Epistemologies of the Sciences, Humanities, and Social Sciences: Liberal Arts Students' Perceptions." Journal of General Education 57, no. 2 (2008): 100–118. http://dx.doi.org/10.1353/jge.0.0017.

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38

Valelly, Rick. "Two Political Sciences or One? Liberal Arts Political Science As A Disciplinary Partner." Polity 46, no. 1 (2014): 150–56. http://dx.doi.org/10.1057/pol.2013.34.

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39

Cha, Jicheol, and Jieon Jeong. "The Effect of Freshmen's Perception of Liberal Arts Classes on Their Dropout Intention." Korean Society of Culture and Convergence 44, no. 12 (2022): 613–26. http://dx.doi.org/10.33645/cnc.2022.12.44.12.613.

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The purpose of this study is to find out whether freshmen's perception of liberal arts classes has a significant effect on their dropout intention. To this end, it was analyzed freshmen's perceptions of experience and satisfaction with liberal arts classes compared to other grades, and confirmed whether that affect their intention to drop out. As a result, first freshmen's perception of experience and satisfaction in liberal arts classes were more positive compared to other grades, and in particular, it was significantly higher than that of second graders. Second, unlike other grades, only in

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40

Min, Chungi. "Exploring Improvement Possibility of Undergraduate Liberal Arts Education Inspired by European Liberal Arts and Science Model." Korean Association of General Education 17, no. 4 (2023): 25–45. http://dx.doi.org/10.46392/kjge.2023.17.4.25.

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In order to improve liberal arts education in Korean universities, it is necessary to analyze the characteristics of European Liberal Arts & Science [LAS] programs. This is because LAS in Europe reflects the orientation of modern liberal arts education such as universal, academic, and contemporary property, and can supplement the limitations of the Korean liberal arts curriculum, which is heavily influenced by sub-disciplines. The purpose of this paper is to explore the implications of the European University College [UC]s’ Liberal Arts & Science model for undergraduate liberal arts ed

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41

Min, Chungi. "Exploring Improvement Possibility of Undergraduate Liberal Arts Education Inspired by European Liberal Arts and Science Model." Korean Association of General Education 17, no. 4 (2023): 11–31. http://dx.doi.org/10.46392/kjge.2023.17.4.11.

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In order to improve liberal arts education in Korean universities, it is necessary to analyze the characteristics of European Liberal Arts & Science [LAS] programs. This is because LAS in Europe reflects the orientation of modern liberal arts education such as universal, academic, and contemporary property, and can supplement the limitations of the Korean liberal arts curriculum, which is heavily influenced by sub-disciplines. The purpose of this paper is to explore the implications of the European University College [UC]s’ Liberal Arts & Science model for undergraduate liberal arts ed

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42

Jing, Luo, and Zhao Shu Tan. "Exploration of the "Integration Education" system in the "New Liberal Arts" of Zhejiang University of Applied Sciences." International Journal of Scientific Research and Management (IJSRM) 12, no. 07 (2024): 19–25. http://dx.doi.org/10.18535/ijsrm/v12i07.fdt01.

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The local application-oriented undergraduate colleges in Zhejiang Province echo the construction of new liberal arts in the practice of "integration of art and industry" and "integration of production and education" in clothing design education. This article focuses on the exploration and practice of the new liberal arts model of clothing design education, shifting from "subject-oriented" to "demand-oriented," aiming to adapt to the development of the times and serve the transformation and upgrading of regional industrial economy.It explores the theoretical logic and practical orientation of t

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43

Kang, Liu. "Social Sciences, Humanities and Liberal Arts: China and the West." European Review 26, no. 2 (2018): 241–61. http://dx.doi.org/10.1017/s1062798717000643.

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For the most part, modern China’s institutions and modes of knowledge have been shaped and predominantly influenced by the West. Since the modern Chinese knowledge system is an integral and inseparable part of that dominant western system, an immanent critique will view Chinese problems not as extraneous, but as intrinsic to modernity, to the world-system or globalization. This article traces the genealogy of modern European modes of knowledge under the rubrics of ‘liberal arts’, as the origin and basis for modern China’s institutions and modes of knowledge, and then examines China’s ‘liberal

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44

Melchiorre, Marilyn Martin. "A Marketing Course And The Liberal Arts: Students’ Perspective Of Interdisciplinary Relevance." Contemporary Issues in Education Research (CIER) 12, no. 4 (2019): 79–86. http://dx.doi.org/10.19030/cier.v12i4.10314.

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This study examines students’ reflections on how concepts covered in a marketing course are applied to the broader liberal arts curriculum. The objective was to demonstrate when given a chance with an Interdisciplinary Reflection Assignment, students can articulate interdisciplinary relevance. The study collected sample data from six classes over three years. The assignment embodies the areas of metacognition, reflection, and integration of interdisciplinary knowledge.A content analysis approach was utilized to review both quantitative and qualitative data. Students’ comments are categorized a

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45

Morss, Dean A. "Introductory Atmospheric Sciences at a Liberal Arts University (1995–99)." Bulletin of the American Meteorological Society 81, no. 10 (2000): 2399–415. http://dx.doi.org/10.1175/1520-0477(2000)081<2399:iasaal>2.3.co;2.

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46

Kudrin, Aleksei. "Liberal Arts and Sciences in the Russian University Education System." Voprosy Obrazovaniya/ Educational Studies. Moscow, no. 4 (2015): 62–71. http://dx.doi.org/10.17323/1814-9545-2015-4-62-71.

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47

Hartley, James E., and Michael D. Robinson. "Sociology research at liberal arts colleges." American Sociologist 32, no. 3 (2001): 60–72. http://dx.doi.org/10.1007/s12108-001-1028-1.

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48

Strauss, G. "Liberal or Illiberal Arts?" Journal of Social History 19, no. 2 (1985): 361–67. http://dx.doi.org/10.1353/jsh/19.2.361.

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49

FEDORENKO, Svitlana. "Liberal arts as broad integrative learning in the USA undergraduate education." EUROPEAN HUMANITIES STUDIES: State and Society, no. 2 (September 25, 2014): 56–64. http://dx.doi.org/10.38014/ehs-ss.2014.2.06.

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The article deals with the features of the implementation of the liberal arts education of undergraduate students at higher school in the USA. We consider the liberal arts education to be a holistic process of personal development of students and as a basis for their professional development. Core objectives of liberal arts undergraduate education are identified. The three models of implementation of the liberal arts program in the undergraduate study in the USA are highlighted: the great books model, the scholarly discipline model, and the effective citizen model.

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50

Lewis, Earl. "Toward a 2.0 Compact for the Liberal Arts." Daedalus 148, no. 4 (2019): 217–34. http://dx.doi.org/10.1162/daed_a_01768.

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New demands on learning coupled with new concerns about a changing world have resulted in a new focus on what constitutes a durable learning experience in a liberal arts setting. While the noise of a crisis in the liberal arts can be distracting at times, what we learn is that different types of schools continue to answer the question of why the liberal arts remain an effective educational option. This essay argues that they are only beginning to address what is durable and adaptable about the liberal arts in the face of automation. While many have endorsed the LEAP (Liberal Education and Amer

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