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Powers of the MindThe Reinvention of Liberal Learning in America$
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Donald N. Levine

Print publication date: 2006

Print ISBN-13: 9780226475530

Published to Chicago Scholarship Online: February 2013

DOI: 10.7208/chicago/9780226475783.001.0001

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What is Educational about the Study of Civilizations?

What is Educational about the Study of Civilizations?

Chapter:
(p.146) 7 What is Educational about the Study of Civilizations?
Source:
Powers of the Mind
Author(s):

Donald N. Levine

Publisher:
University of Chicago Press
DOI:10.7208/chicago/9780226475783.003.0008

In December 1985, following two years of deliberation, the College Council at the University of Chicago adopted a new baccalaureate curriculum. This curriculum included a novel requirement, one that was unprecedented at Chicago and not replicated anywhere else: completion of one of the university's three-quarter sequences in civilization. The course catalog described this requirement as “an in-depth examination of the development and accomplishments of one of the world's great civilizations through direct encounter with some of its most significant documents and monuments.” This chapter addresses the following questions: How was it that such a requirement came into being in the first place? What rationale might have justified a requirement for taking a course on one of the world civilizations? What considerations might pertain to such a rationale in the future?

Keywords:   University of Chicago, college curriculum, world civilizations

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