To many of those who have been vitally interested in the advancement of General Education over a period of years , it seems that much has been written, and more said, of the philosophy of General Education but considerably less about the specifics of its implementation. It is without question that the philosophy of general studies is essential to the planning of an educational program. Also, few would deny the necessity for the continuous promulgation of that philosophy. But for those who have accepted the general philosophy of General Education, whether long ago or recently, there is the continuing and often pressing need to transform philosophy into anion. Philosophy must finally come alive in specifics. The process usually involves seeking answers to specific questions: What exactly should a General Education program contain? How should General Education courses be taught? Who should teach General Education courses? How should a General Education program be organized? How should a General Education program be administered? Of course, these are questions for which answers are never final; for though the substance of General Education is the universal and timeless, the nature of learning is change, and each age. perhaps each generation, will reassess its essential knowledge as well as its ways of imparting this. The translation of philosophy into specific programs is, therefore, a continuing activity.
Howard, C. Edwin
"General Education: Let's Be Specific!,"
Perspectives (1969-1979): Vol. 7
, Article 2.
Available at: https://scholarworks.wmich.edu/perspectives/vol7/iss2/2