A review of general education at the author’s university led to an effort to include project- and theme-based interdisciplinary courses that addressed the “public good,” but many faculty resisted what they perceived as threats to purely disciplinary knowledge. When knowledge is under attack, professors in all disciplines should help prepare students to address problems in US democracy.
The text of this article is only available as a PDF.
© 2020 by Duke University Press
2020
You do not currently have access to this content.