““And now, for And now, for something something completely completely different…”different…”Or, why is general Or, why is general

education important? Or education important? Or is it?is it?

Apart from parking, what Apart from parking, what are our major concerns?are our major concerns?

A frequent faculty complaint is, A frequent faculty complaint is, “Why can’t my students think?”“Why can’t my students think?”

This comes from faculty members in This comes from faculty members in many subjects; it is not confined to many subjects; it is not confined to any discipline.any discipline.

““Once upon a time…Once upon a time… most students learned the ‘old logic’, most students learned the ‘old logic’,

and and they could think, read, write, organize, they could think, read, write, organize,

and argue much better, at a younger and argue much better, at a younger age, and more naturally, than they can age, and more naturally, than they can today.today.

If you believe these two things are not If you believe these two things are not connected, you probably believe storks connected, you probably believe storks bring babies.”bring babies.”

- Peter Kreeft, - Peter Kreeft, Socratic LogicSocratic Logic

The goal of general The goal of general education:education:

To provide our students the intellectual To provide our students the intellectual wherewithal to succeed in the modern wherewithal to succeed in the modern world.world.

Certain intellectual tools form the basis for Certain intellectual tools form the basis for this success: they include,this success: they include, An ability to read critically and with An ability to read critically and with

understandingunderstanding An ability to recognize and dissect logically An ability to recognize and dissect logically

flawed argumentsflawed arguments An ability to formulate a solution to a problem An ability to formulate a solution to a problem An understanding of our place in the larger An understanding of our place in the larger

worldworld

What’s the problem? Too What’s the problem? Too often, often,

students can’t offer a coherent students can’t offer a coherent explanation of the difference between a explanation of the difference between a fact and an opinion fact and an opinion

they often are indifferent to evidence and they often are indifferent to evidence and have no appreciation of its importancehave no appreciation of its importance

they are completely unable to recognize a they are completely unable to recognize a fallacious argument, much less construct fallacious argument, much less construct a sound onea sound one

A well educated person is A well educated person is NOTNOT one who … one who …

knows how to solve a quadratic knows how to solve a quadratic equationequation

can name all 50 state capitalscan name all 50 state capitals can name the bones of the inner earcan name the bones of the inner ear can recite the birth and death dates can recite the birth and death dates

of all the pre-nineteenth century of all the pre-nineteenth century English monarchsEnglish monarchs

An educated person…An educated person…

Can construct a logically sound Can construct a logically sound argumentargument

Can communicate that argument Can communicate that argument effectively in writing or orallyeffectively in writing or orally

Understands their place in the Understands their place in the larger world around themlarger world around them

Can analyze a problem and propose Can analyze a problem and propose a rational approach to solution a rational approach to solution

What can we do?What can we do?

We do our students a disservice We do our students a disservice unless we teach them to be better unless we teach them to be better readers, writers, and thinkersreaders, writers, and thinkers

The skills of reading with The skills of reading with understanding, logical analytical understanding, logical analytical thinking, clear writing and speaking, thinking, clear writing and speaking, and understanding other and understanding other perspectives are essential elements perspectives are essential elements of an effective general education. of an effective general education.

HOW?HOW?

So we should focus on strengthening So we should focus on strengthening these skills. How and where?these skills. How and where?

An Obvious Answer:An Obvious Answer:

Begin with the Begin with the Cornerstone CoursesCornerstone Courses

Cornerstone CoursesCornerstone Courses

In Fall 2005: there were 1509 In Fall 2005: there were 1509 newnew HCC studentsHCC students

Of those, 862 were “full time”: that is, Of those, 862 were “full time”: that is, they enrolled in nine or more credits in they enrolled in nine or more credits in Fall 2005.Fall 2005.

And 1382 of the new students enrolled And 1382 of the new students enrolled in three or more credits that semester.in three or more credits that semester.

What was their course taking pattern? What was their course taking pattern? Was there a pattern at all? Was there a pattern at all?

Results for 2005-2006Results for 2005-2006Nine or more Fall CreditsNine or more Fall Credits

862 students862 studentsCornerstone Courses

0

50

100

150

200

250

300

350

400

450

ENGL101

PSY101

SOC101

MATH087

ENGL102

MATH096

COMM101

HUMA101

Co

mp

leti

on

s

Results: Part IIResults: Part IIThree or more Fall CreditsThree or more Fall Credits

1382 students1382 studentsCornerstone Courses II

0

50

100

150

200

250

300

350

400

450

500

ENGL 101 PSY 101 SOC 101 MATH 087 ENGL 102 COMM 101 MATH 096 HUMA 101

Com

plet

ions

An Action PlanAn Action Plan Provide stronger emphasis on logical Provide stronger emphasis on logical

thinking in all coursesthinking in all courses Let us make principles of logical thinking Let us make principles of logical thinking

an integral part of every course, but an integral part of every course, but especially the cornerstone courses. In especially the cornerstone courses. In brief, let us be explicit and direct:brief, let us be explicit and direct:

LET US JOIN TOGETHER TO LET US JOIN TOGETHER TO TEACH OUR STUDENTS TO TEACH OUR STUDENTS TO BE BETTER THINKERS.BE BETTER THINKERS.

First steps…First steps… Develop a program of course modification Develop a program of course modification

or redesign that embraces these or redesign that embraces these principles. principles.

Its goal: to instill a better appreciation for Its goal: to instill a better appreciation for and understanding of clear thinking and and understanding of clear thinking and logical principles in our students from the logical principles in our students from the first moment they enter the College. first moment they enter the College.

This is This is notnot an unfunded mandate: an unfunded mandate: resources resources willwill be made available to be made available to restructure curricula. restructure curricula.

Let’s begin.Let’s begin.

Why is this important?Why is this important?

““If a nation expects to be If a nation expects to be ignorant and free, in a ignorant and free, in a state of civilization, it state of civilization, it expects what never was expects what never was and never will be.”and never will be.”

--Thomas Jefferson--Thomas Jefferson

Carpe DiemCarpe Diem

““There comes a time in There comes a time in the affairs of men when the affairs of men when one must take the bull by one must take the bull by the tail and face the the tail and face the situation.”situation.”

--W. C. Fields--W. C. Fields