Philosophy Statement

Curriculum II was designed by a group of faculty who believed that an interdisciplinary, integrated core curriculum provided the best model for general education. They believed it is important to introduce students to different ways of knowing the world but also that knowledge is interrelated, that the study of science should not be divorced from ethics and history, for instance. The program also seeks to give students the capacity for a critical examination of themselves and their traditions--to understand the history that has shaped them, their ideas, and their world, and to ponder the big questions: What has shaped our present world? What do I value? The program challenges students not only to see the interconnections between disciplines or historical development but also the connection between learning and life, their lives. Although the program was designed to focus on the development of the Western tradition, the program has also from early on recognized the importance of giving students a global perspective and introducing them to non-Western cultures. For this reason, language study and non-Western components have long been part of the program.

Unlike many core curriculum programs, which are concentrated in the first year or two of a student's career, Curriculum II continues all four years. The history and values courses in the first year give students a foundation that can be built on in subsequent courses. With the first-year outside activities, the classes (which are at 8:00 and 9:00 in the morning) quickly transform the class into a close learning community. Most Curriculum II classes, especially after the first year are small and discussion-based. These discussion are enriched and deepened by their common reading and the trust and candor that result from the students knowing each other so well. This is particularly true of the senior seminar, where students draw on their common experiences but also bring the different perspectives of their majors and other experiences at Gustavus and beyond. The program is also "front-loaded" to allow the students to have more space in their schedule to concentrate on their major and electives after the first year. This also allows students to go abroad, typically their junior or senior year.

Also unlike some core curriculum programs, Curriculum II is not an honors program. Perhaps because Curriculum II attracts some of the best students and faculty, the Curriculum II courses are perceived as being more challenging, and Curriculum II has felt both internal and external pressure to become an honors program. Curriculum II currently continues to welcome students of all abilities who are interested in this integrated approach with its emphasis on values, historical development, learning communities, and intellectual curiosity. We have found that perhaps because of the combination of challenge and support that the program provides, students with varying levels of ability rise to the challenge and can be successful in the program. Some students who m;ight be excluded if the program were turned into an Honors program are students of color like our Hmong students for whom English is essentially akin to a second language. We continue to believe that they contribute an important perspective in discussions of the Western tradition and of values questions.