The Nature and Criteria of Liberal Arts Education Courses

Abstract

This article explores the criteria of general education courses to clarify and solidify the identity of these courses. The study aims to derive the nature of general education courses by examining their formation and historical development, identifying distorting factors, and establishing criteria for them. General education courses have evolved from the liberal arts traditions of ancient Greece and Rome, forming a complex multilayered structure with four intertwining layers: liberal subjects, humanities subjects, general subjects, and core subjects. Originating from the comprehensive development of the liberal arts and shared experiences, general education courses, have possessed distinctive characteristics such as truth-seeking, personality development, universality, and core orientation since their inception.To preserve and enhance the essential nature of general education courses, it is crucial to eliminate distortions such as narrow specialization, superficial practicality, frivolous convenience, and overall irresponsibility. Overcoming persistent distortions and restoring the fundamental nature of general education courses requires establishing criteria. The starting point for this is acknowledging the premise that there are certain courses suitable for general education. General education courses demonstrate their suitability through educational, purposive, civilizational, academic, and objective criteria. These courses serve as dynamic complexes that internalize universal human values while shaping one's unique personality. In the era of digital transformation, the authenticity of education must strive to create genuinely characteristic general education courses.