Though a student's college major provides career preparation, the liberal arts curriculum provides the student with a breadth of education. Reform of the liberal arts curriculum should be oriented toward two goals: educating students for making informed choices, and the self-development of each student. (BW)

The Holmes Group Report and the Carnegie Forum on Education and Economy Report offer an opportunity for teacher educators to work on long-held goals involving liberal arts education, teacher education candidates, college school cooperation, role definition of teacher educators, and teacher graduate education. (MT)

Issues related to two questions are explored in this article: How much liberal education is enough for elementary school teachers? Should teachers be required to major in one of the liberal arts? (IAH)

The characteristics of current U.S. society and the roles assigned to teachers suggest the need for more comprehensive teacher education programs, including breadth in the liberal arts, depth in content fields, and field experience. (MSE)

Schools of education are graduating incompetent and even illiterate teachers. Methods for salvaging public schools from incompetence and mediocrity include: (1) screening tests for students entering teaching programs; (2) liberal arts in the teacher preparation program; and (3) administrators teaching at least one course. (JN)

Philosophical origins and evolution of a Brooklyn College (New York) early childhood/elementary teacher education curriculum that integrates studies in liberal arts/sciences and teacher education are described. The curriculum includes a humanities, social sciences, and mathematics/sciences strand. It was developed in response to local realities…

An examination of the transcripts of over 3,000 graduates of major Southern universities reveals that a more rigorous general education course sequence is necessary, and possible, to strengthen teacher preparation at the undergraduate level. (MSE)

Policymakers have targeted what they perceive to be the inadequate content knowledge of teachers. Underlying resulting policies is an assumption that requiring prospective teachers to take more arts and sciences courses will remedy the problem. This paper examines whether or not this assumption is warranted. The discussion incorporates: critiques…

Describes themes and actions developing within the Holmes consortium of educational institutions and examines Holmes institutions' progress reports detailing efforts to invigorate the liberal arts, professional, and clinical preparation of students going into teaching. (SM)