Here, Welch raises the type of pedagogical question that cannot be answered with a single, disciplinary focus. The question is how moral concerns shape our selection of texts in course design. Answering this question requires that we consider insights from philosophy, psychology, literature, and political science (at least).
Malinak considers the recent divide between disciplines in the liberal arts and argues that as we face complex problems, we must focus rather on connectedness. Malinak explains how both the theory of evolution and Charles Darwin’s own biography model the connectedness that liberal arts should promote.
Higginbottom discusses his experience teaching first-year college students, particularly those who might be “math-averse,” about mathematical problem-solving in a liberal arts context.
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