I wish to write more details about how to orient an undergraduate teaching program in a liberal arts setting. Given the influence of Harvard's "Peer Instruction" and how radical schools (Summerhill and Tagore's Shantiniketan) approach school teaching, I would like to remodel the undergraduate program along similar lines. I will illustrate details using Physics/Astronomy examples, but I believe the principles will apply to other science/social-science streams as well.
Here is an outline of my future posts: the color codes indicate various groupings under which I will attempt to address the various questions. Perhaps the answers clubbed in this way will allow more systematic thought into this set of problems.
Here is an outline of my future posts: the color codes indicate various groupings under which I will attempt to address the various questions. Perhaps the answers clubbed in this way will allow more systematic thought into this set of problems.
- What does a man/woman learn?
- What is learning?
- What use is learning?
- Learner, society, industry...
- How to learn?
- How can a 'learner' be helped best?
- How does 'skill-gap' occur?
- What use of a structured program for learning?
- How to bridge skill gap through structured degree programs?
- What is the right model of higher education?
- Economics of higher education.
