The core handbook does not emphasize the importance of connecting with other cultures in the Social and Global Awareness theme. When considering the section “Why Do We Need the Liberal Arts?” in Scheuer’s article, he claims that “The arts, religion, and sports are all potential venues for cultural conversations” (Paragraph 4). This is significant because understanding and respecting other cultures creates a strong community of citizens. The core handbook mentions that “students use perspectives and methods of the social and behavioral sciences to examine human interactions in cultural, societal, national, and global contexts” (Paragraph 3). I believe that this theme should also highlight how students should be able to engage in cultural conversations that Scheuer mentions. 

One of the class I am taking now is Bio 106 which also have Lab. In the description for the laboratory sciences it has “Demonstrate conceptual and practical knowledge of course topics and describe ethical implication of human interaction with the natural world.” (Appendix A). This does not really implies to what we are learning in the laboratory where it has relations with the natural world. We have learned the practical knowledge of the courses topics but no ethical implication of human iteration with the natural world. I think this part is also important where we are able to apply to the real world with what we learn yet so far as the topics has no implication with the real world. Another class is Calculus. The core value for mathematics is “The three primary themes of a mathematics course in the core are problem solving, decision-making, and mathematical communication.” For different math class there is different core values but not al of the applies. For example, in calculus, there is the problem solving and decision making but no mathematical communication. We don’t interpret mathematical information to draw informed conclusions. Overall all the classes have at lease bits and pieces of the core values that UNE handbook talks about that goes with liberal arts, but there is still some things that should be considered to make it a better education for students.

Both the handbook and Scheuer have similar ideas as to what critical thinking entails in education settings. The critical thinking requirement in the core handbook states that “students research and identify causes of problems, generate and evaluate possible solutions, and decide upon a plan of action” (Paragraph 3). This relates to Scheuer’s ideas of critical thinking in liberal education. Scheuer argues that “It [critical thinking] heightens our abilities to speak, listen, write, and think, making us better learners, communicators, team members, and citizens (Paragraph 6).  Both the handbook and Scheuer believe that critical thinking is useful in order to become a well-rounded citizen. The handbook offers how students will implement critical thinking while Scheuer tells readers how critical thinking positively influences people.