Abstract
This paper examines the issues of defining a literary canon and how possible it may be to arrive at a consensus of what is relevant and global within the liberal arts curricula. The paper points out that, as the world becomes more connected and universal education is recognized as a necessary tool for every nation's economic and political growth, conflicts are arising as to what constitutes a global education. Because different institutions use different terminology and the study of literature does not necessarily fall solely on those pursuing a degree in English (a problematic heading in and of itself), the paper uses liberal arts to refer to those subjects which have relevance to the issue of a literary canon. Additionally, this article only addresses issues of globalizing the literary canon in United States universities. The paper concludes that the literary canon should be thought of as a living entity, which must grow with time and shed what is no longer necessary.

From the Paper
"Despite some of our best efforts to the contrary, the record of human history is wrought with error, supposition and straight out lies. Because of this, it sometimes becomes quite difficult to untangle the origins of certain ideas. The literary canon easily falls into this category. Commonly, Liberal Arts departments hold to the idea that the literary canon as we know and use it today has its origins in the eighteenth century. It will likely come as no surprise that during this time, the defined literary canon consisted of three central authors: Shakespeare, Spenser, and Milton. This canon was most likely supplemented by others who were no doubt judged as fitting for canonization based on meeting certain criteria which would set them within the sights of the canonical trinity. As Anderson describes them, these additions were most likely " masculine, authoritative, affirming the prevailing social order, and in command of a prestige mode of discourse" (344). In other words, the canon of this time undoubtedly consisted exclusively of what we now somewhat derisively refer to as "the dead white male." It is due to this model that the most heated of arguments have come about: whether or not to keep the status quo."

Tags:education, cross-cultural, international, liberal, arts, humanities, literature

Abstract
Because of its lengthy history, beginning in the Middle Ages, the concept of liberal education has included many philosophies over the centuries. In order to arrive at a current theory of liberal education, and in order to determine the relevance of liberal education in contemporary society, the various concepts attached to this ideal are considered in this paper.

Table of Contents
The Origin of Liberal Education
Current Concepts in Liberal Education
The Relevance of Liberal Education
Bibliography

From the Paper
"Some may argue that liberal education is no longer relevant to contemporary society, since the rapid development of new technologies preclude the inclusion of classical knowledge in the curriculum. Also, the time scale does not allow for including as many subject fields in the curriculum, as was the case before the information age. There is continued pressure to assimilate new knowledge. This imposes on the time that a student has available for subject matter that is not truly "relevant" to his or her chosen career."

Tags:trivium, arts, quadivium, liberality

Abstract
The writer looks at many sources of authors who have found ways to criticize the liberal arts education that is available to students today. Most of these writers agree that the values of liberal arts programs reflect those of the society and culture in which they exist. The paper looks at the ways in which these changes have been affecting and continue to alter the face of liberal arts education in America.

From the Paper
"Universities are rapidly becoming trade schools, churning out graduates trained for a particular profession but with very little in the way of a general education, particularly in the liberal arts. From the time of the ancient Greeks, education was divided between skills for the mind and skills for the body, the latter being subservient to the former. Today's universities appear to have lost this dichotomy. Several reasons for this have been put forth, the main one being the needs of a highly technological world. Many rue this loss of a more esoteric education and ponder its effects on mankind."

Tags:education, liberal, feminism, technology, learning, students

Abstract
This paper discusses how through contrast and comparison it becomes clear that individual and cultural value systems play a predominant role in assessing the importance of various adult education theories. It looks at how traditional western civilizations long history of patriarchal bias has continued to influence liberal arts programs well into this century. It analyzes how some of the newer theories, like Humanism, derived basis from earlier ideologies and how the associated theories are nonetheless relatively modern constructs that have resulted directly from critical inquiry regarding cultural change. Therefore, cultural differences must be recognized, accepted and evaluated for their influence on the basic aspects of each theory. This paper examines each of the theories of adult education for potential use in practical application by modern American educators.

From the Paper
"The theory of Progressivism arose as a response to the criticism of liberal arts. The theories main contribution is that it identifies the need for vocational training and focus on student interests. However, the progressive theory over emphasizes learner-centeredness, especially when applied to adult education. The difficulty of attempting to tailor education to the experiences of the learner increases exponentially with the age of the student. Subsequent theorists made attempts to more precisely define the role and responsibilities of the educator. The increased focus on teacher ability to determine a student's experiences and teach accordingly causes methodology and outcome to be scrutinized. If the methodology and learning outcome cannot be clearly evaluated then how can we be sure that any teacher is effective in the educational process?"

Tags:behavioral, humanism, liberal, philosophy, progressive

Abstract
This paper examines higher education in terms of whether it should provide a traditional liberal arts education in addition to specific training, or whether University of Phoenix style approaches are of more value.

Abstract
This paper explains that the objectives of this research study are to compare the U.S. educational system with the European educational system by identifying (1) three major trends in education today and (2) the critical factors relating to education, which are most likely to improve student performance in the future global economy. The author points out that current studies indicated that time and time again European students score better than American students on critical subjects including mathematics and the sciences; however, the extent to which this discrepancy is relevant is debated by numerous researchers, who claim that a liberal arts education as more frequently encouraged and offered in the United States, is more important than a strictly science-based education. The paper proposes a qualitative study, based on the analysis of documentary data, systematic observation of behavior and in-depth small groups interviews using a questionnaire and a population of 20 professors from select universities and of 10 teachers from local high schools.

Table of Contents
Introduction
Significance of Study
Literature Review
European vs. U.S. Education
Curriculum Differences
Trends in Education
Methods
Population
Data Collection
Results

From the Paper
"Part of the reason may be European instruction is more vigorous; there are many curriculum differences that should be examined. Students in the United States generally have the option to take classes that are considered rigorous, such as calculus, chemistry and physics to complete high school, whereas European schools generally require at minimum three years of native language, math, foreign language, physics, chemistry and biology. The U.S. system is based on the notion that education should be more flexible, allowing for personal choice and directions, whereas the European system is considered more focused on academic rigor, which is "a consequence of the educational traditions of the Old Continent." "

Tags:science, liberal, groups, questionnaire, population

Abstract
This paper is a dissertation on the necessity for education in a democratic society. It deals with the problems ignorance can cause with regard to freedom and some possible explanations for these current problems.

From the paper:

"The link between education and democracy is well documented. Philosophers from the likes of Plato to Booker Washington to the late John Dewey as well as many others understood this point well. As Dewey begins a chapter in his book, Problems of Men, "It is obvious that the relationship between democracy and education is a reciprocal one, a mutual one, and vitally so."(34). Dewey goes on to further drive home the point that with liberty lies a tremendous responsibility, "Do you want to be a free human being standing on your own feet, accepting the responsibilities, the duties that go with that position as an effective member of society?" (34). It is these duties that are neglected in a civilization unlearned. Democracy in a true form is likely impossible, however the continuation and evolution of a democratic society requires informed involvement from all of the population. Effective involvement requires at least moderate thinking ability and knowledge."

Tags:arts, broad, democracy, dewey, education, freedom, ignorance, liberal, modern, problems

Abstract
While agreeing with Plato's commitment to improving education, and with his belief in upholding social and moral values, this paper disagrees with the control and censorship of art, literature, or any other freedom of expression that exists within a liberal and democratic state. Plato's views are based on Book III of "The Republic" which is titled "The Arts in Education"

From the Paper
"The majority of individuals within any society tend to agree upon the vices and behaviors that are considered to be immoral and unacceptable, and the structures of legislation and social guidelines tend to deal with those that are not tolerated. However, within any group or community, there exists an enormous range and variety of personal and cultural values and morals which, in a democratic state, should not be under the control or censorship of a ruling minority. Just as the artist or poet should possess the freedom to express their ideas, so each individual should remain at liberty to read whatever literature, or appreciate whichever work of art, they wish to. To oppress this freedom is the foundation of dictatorship and fascism, and even Plato, after asking that "the same control to be extended to other artists" and is he who cannot conform to this rule of ours to be prevented from practicing his art in our State, lest the taste of our citizens be corrupted by him (70), expresses signs of being unsure as to the correctness of his proposal by adding, "But shall we be right in getting rid of them?" (68)"

Tags:republic, education, arts

Abstract
The paper discusses how there are different stake holders in the training process within Canada: there are universities which offer liberal arts education in addition to vocational training; there are colleges that emphasize vocational training; there are the individuals who are out of work and looking for re-training programs that are affordable and which will actually land them a job; and there are the multitudinous companies that are eagerly lobbying for training programs that will give them the workers they need to compete internationally.

From the Paper
"The following paper is an assessment of Canada's success in reconciling the competing interests in training; in short, there are different stake holders in the training process within Canada: there are universities which offer liberal arts education in addition to vocational training; there are colleges that emphasize vocational training; there are the individuals who are out of work and looking for re-training programs that are affordable and which will actually land them a job; and there are the multitudinous companies that are eagerly lobbying for training programs..."

Tags:success, reconciling, interests

Abstract
This paper looks at school-to-work (STW) programs, which are designed to meet the needs of a large portion of today's students - those who are work-bound as soon as they graduate high school. It looks at how many of these programs allow students to enroll as apprentices and accumulate hours and experience towards a qualifying certificate in a specific profession while earning credits towards their high school graduation diploma, as well. It supports the opposing viewpoint of school-to-work programs, arguing that education that concentrates on job training results in graduates who are less adaptable and less able to change occupations without retraining. Without training in liberal arts, many high school graduates have difficulty learning new skills and adjusting to new jobs.

From the Paper
"According to the U.S. Department of Education (2001), in order to create a national school-to-work system, the departments of labor and education provide start-up grants to states and local communities. In addition, the federal government, states and communities can build on programs such as vocational education, technology preparation, youth apprenticeship, career academics, school-based enterprises, job training programs, and cooperative education to create school-to-work systems and transform learning in high schools."

Tags:vocation, job, students, high, school, graduation, diploma