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Titlebook: Experiences in Liberal Arts and Science Education from America, Europe, and Asia; A Dialogue across Co William C. Kirby,Marijk C. van der W

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發(fā)表于 2025-3-21 18:18:05 | 只看該作者 |倒序?yàn)g覽 |閱讀模式
書目名稱Experiences in Liberal Arts and Science Education from America, Europe, and Asia
副標(biāo)題A Dialogue across Co
編輯William C. Kirby,Marijk C. van der Wende
視頻videohttp://file.papertrans.cn/319/318751/318751.mp4
圖書封面Titlebook: Experiences in Liberal Arts and Science Education from America, Europe, and Asia; A Dialogue across Co William C. Kirby,Marijk C. van der W
描述This book highlights the experiences of international leaders in liberal arts and science education from around the world as they discuss regional trends and models, with a specific focus on developments in and cooperation with China. Focusing on why this model responds to the twenty-first century requirements for excellence and relevance in undergraduate education, contributors examine if it can be implemented in different contexts and across academic cultures, structures, and traditions.?
出版日期Book 2016
關(guān)鍵詞global; regional trends; developing countries; Secondary Education; China; India; Singapore; Hong Kong
版次1
doihttps://doi.org/10.1057/978-1-349-94892-5
isbn_ebook978-1-349-94892-5
copyrightThe Editor(s) (if applicable) and The Author(s) 2016
The information of publication is updating

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gional trends and models, with a specific focus on developments in and cooperation with China. Focusing on why this model responds to the twenty-first century requirements for excellence and relevance in undergraduate education, contributors examine if it can be implemented in different contexts and
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Jean-Pierre Changeux,Alain Connesly Harvard University) at the start of the century, the re-imagination of the model in Europe (more specifically by the Amsterdam University College experience) and the various forms of experimentation in China as well as the conditions under which these could best succeed.
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Book 2016nds and models, with a specific focus on developments in and cooperation with China. Focusing on why this model responds to the twenty-first century requirements for excellence and relevance in undergraduate education, contributors examine if it can be implemented in different contexts and across ac
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create connections across time, space, and cultures, this form of liberal education teaches students to take risks and experiment so that they in turn may become innovators in the university and in the world.
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