Like crocuses surfacing in early spring, the signs abound that we are heading for seriousness in higher education. Reforms are being talked about within the educational establishment, and they are bubbling up through student demand. The best students know that they are being shortchanged.
One notes the recent Carnegie Foundation Report—than which one can imagine nothing more establishmentarian—recommending a “core curriculum” of shared knowledge; the remarks at Harvard of Secretary of Education William Bennett; and the performance of Harvard itself, which, under President Derek Bok, has at least acknowledged the desirability of a core curriculum.
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