September 26, 2014
During the first century or so of its existence, Hamilton College had a very coherent (if, by our current standards, not very engaging) academic curriculum—a lot of translating from Latin, same for Ancient Greek, plus a smattering of chemistry, mathematics, and bible study. Every single student took the exact same courses in the exact same sequence, for their four years.
About a century ago, students began to branch off into various concentrations—English, history, physics, and so forth. But the coherence of the liberal arts curriculum was preserved by a number of courses required for all students (English composition, for example), and by distribution requirements (so that students needed to take one or more science courses, social science courses, and so on down the list in order to graduate.)
As Hamilton approached its third century, however, the distribution requirements disappeared and an “open curriculum” enshrined instead. There is much to be said for the open curriculum, including the fact that students really like it. But it comes at some cost to the liberal arts vision of a broad training in a variety of disciplines.
A few years back the Hamilton faculty adopted a series of educational goals that students would be encouraged to pursue by their advisors. These goals now are emblazoned on banners across campus, presumably to encourage passers-by to devote themselves anew and even more vigorously to “Analytic Discernment!” etc. (I know they always have that effect on me.) Some of the banners also bear the injunction carved into the lintel of the Temple of Apollo in ancient Delphi, and included in the original Greek on the Hamilton College seal, to “know thyself.” That is an admirably succinct educational goal, and one that has survived the test of time, three millennium and counting, in fact. Unfortunately, the official definitions of the College’s other educational goals are not presented with equal clarity and brevity of expression, and will probably never be inscribed in marble for posterity’s inspiration.
Therefore, as a community service, the sixteen first-year students enrolled in Writing 111, Adventure Writing, took it upon themselves to provide clearer and more precise definitions of the academic goals that now adorn lamp posts from the dark side to the light side of the Hamilton campus. The results are produced below, with student responses in italics:
Intellectual Curiosity and Flexibility-examining facts, phenomena and issues in depth, and from a variety of perspectives, and having the courage to revise beliefs and outlooks in light of new evidence. Learn to think clearly.
Analytic Discernment-analyzing information, patterns, connections, arguments, ideas, and views quantitatively and symbollically. Evaluate information meaningully.
Aesthetic Discernment-evaluating quality and value in a variety of artistic and other intellectual domains. Appreciate art.
Disciplinary Practice-engaging in the focused and sustained practice of disciplinary techniques and methodologies in order to acquire mastery of a specific ability or craft Acquire mastery of a subject.
Creativity- imagining and developing original ideas, approaches, works and interpretations, and solving problems resoucefully. Be creative.
Communication and Expression-expressing oneself with clarity and eloquence, in both traditional and contemporary media, through writing and speaking, and through visual aural, gestural and other modalities. Express yourself clearly.
Understanding of Cultural Diversity-critcally engaging with multiple cultural traditions and perspectives, and with interpersonal situations that enhance understanding of different identities and foster the ability to work and live productively and harmoniously with others. Understand differences and co-exist.
Ethical, Informed and Engaged Citizenship-developing an awareness of the challenges and responsibilities of local, national and global citizenship, and the ability to meet such challenges and fulfill such responsibilities by exercising sound and informed judgment in accordance with just principles Give back to your community.
Maurice Isserman is the Publius Virgilius Rogers Professor of History at Hamilton College, and teaches Adventure Writing every fall to incoming first year students.
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