One main tension that Boyer discusses in this chapter of his article is regarding the usually hostile discourses between professors of the “Liberal and Useful Arts”.
“The amount of misunderstanding and hostility crackling between the ‘two cultures’ is amazing and, considering our liberal arts mission, probably destructive. Each side needs somehow to be convinced that they are working for similar objectives”.
Because of the divide between the liberal arts and other “practical” majors, teachers of these fields have become hostile and often argue regarding these subjects. An example of this would be a business professor making fun of a professor or students who engage in learning/ studying the arts or literature. While this is a huge issue, both sides are fighting for somewhat the same thing: success and purpose for students outside of college. The arguing side was most likely created due to the influx of business majors and expanse of business-related majors from 1970 – 1985. This is why back then business and “practical” majors were seen as more useful and needed outside of college, while in my opinion, we are switching back to needing more creative thinkers today.
“By an enriched major we mean encouraging students not only to explore a field in depth, but also to help them put their field of special study in perspective.”
The response or solution to this discourse would be implementing a more self-aware model of education called the enriched major. This would consist of students asking themselves questions regarding their major such as what is the history/ tradition of my major? What are the social and economic implications? What are the ethical and moral issues to be confronted? By asking these questions students become more aware of the components of the degree they may want to pursue, and instead of competing with general education; intertwining with it to become broadened and more efficient outside of college.
