focuses on teaching

in recognition that what is taught is not always what is learned

Also focuses on learning

emphasizes what an educated person should know

in recognition of the explosion of available information

Also emphasizes where to find needed information, how to evaluate its accuracy, and what students can do with their knowledge

sees the curriculum predominantly as a conveyor of well-established knowledge

in recognition of the world’s diverse complexity

Also interprets education as an informed probing of ideas and values

emphasizes study in a discipline

in recognition of the multi-disciplinary approach needed to understand real world problems

Also seeks connections within and across disciplines

emphasizes individual work

given the need to work as members of teams in the workplace and in community life

Also values collaborative work,
particularly in diverse groups

stresses critical thinking

given the need for civic engagement in major policy decisions

Also links critical thinking to real-life problems, often involving contested values

promotes objective analysis

in recognition of the need to shape the rapid pace of change

Also develops creativity by valuing personal experience

studies majority Western cultures,
perspectives, and issues

to respond to the plurality of the
modern world, worldwide problems, and interdependence

Also learns about cultural complexity, a range of cultures, and global issues

values learning for learning’s sake

to acknowledge the new role of higher education in U.S. society

Also celebrates practical knowledge

assumes a relatively homogeneous group of students

given the near-universality of college attendance

recognizes a diversity of students

considers higher education in isolation from primary and secondary education

given the need to build an aligned system to reach greater expectations

sees college learning as a part of a continuum with, and dependent on, the K-12 learning environment

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