Employers Want Students Who Know How to Think… But What Does this Mean?

Schwartz Virtuous EducationWorth reading this CHE article, especially those of us interested in re-engineering the curriculum to better serve society’s needs. It’s all about values and attitudes rather than knowledge, confirming we should do more of the first than the latter in education.

What ‘Learning How to Think’ Really Means – The Chronicle Review – The Chronicle of Higher Education

New curriculum proposal @ Stanford emphasizes critical thinking vs content

From the Chronicle of Higher Education,  January 26 2012, by Dan Berrett

“Stanford University is unveiling a set of 55 recommendations to place a priority on teaching undergraduates a set of skills in addition to requiring them to take courses in specific disciplines. The changes, which were drafted by a 17-member committee (chiefly from the faculty), are in a report that is being presented to the Faculty Senate for review.

It is the first top-to-bottom revision to Stanford’s undergraduate curriculum since the 1993-94 academic year. The focus on core skills in addition to disciplinary content reflects the idea that Stanford should develop students’ abilities to continue learning throughout their lives and adapt to a changing world after their formal education has ended.”

CHE – Stanford Remakes Curriculum Jan 26 2012