- One central tension that Boyer introduces is the resistance to “new majors.” The pros of the creation of new majors is important to the liberal arts curriculum expansiveness. All students, regardless of their major, are preparing for productive work in their chosen field. The cons associated with this idea is best stated by Boyer himself, “Does the field of study have a legitimate intellectual concept of its own and does it have the capacity to enlarge, rather than narrow, the vision of the student?” As emphasized earlier in his article, there is a large controversy over the majors students have chosen, and whether or not leading them directly to a job is the goal of upper education. There is no problem with the creation of new majors as long as they’re serving a purpose. The controversy is what that purpose really is.
- Boyer’s idea of an “enriched major” is described as the challenge to enlarge lives “by bringing meaning to the world of work.” Boyer wants to encourage students to explore a field in depth, but also put their field of study in perspective in relation to other studies and/or careers. Boyer wants a major not to compete with general education but be intertwined with it.
- The first major I looked at is the Environmental studies program. This major focuses on hands-on-learning experiences and acquiring professional skills needed to make a difference in the world. There are both social and economic implications to be understood about a major that values environmental preservation. The second major I am interested in is the Global Studies program that values cultural exploration and global travel. this field will emphasize a lot of history and tradition of global communities, as well as invite students to ask questions regarding ethical values and social implications of the many cultures.
