Discussion: How have the liberal arts changed? Create a post with a minimum of 250-words that discusses the important aspects of the liberal arts that have been retained over hundreds of years. The t

Discussion: How have the liberal arts changed?

Create a post with a minimum of 250-words that discusses the important aspects of the liberal arts that have been retained over hundreds of years. The two articles you read on this topic prior to the start of the course should be referenced in your writing.


  • Read the Overview and Introduction to the Bellevue text.
  • Read Chapter 1: Beginnings
  • Read Chapter 2: Hosack’s Vision

students will have mastered the material in the module when they can:

  • Summarize the important aspects of the liberal arts that have been retained over the centuries.
  • Describe what Clayton Rose said was the important aspect of the liberal arts that still exist today.
  • Summarize the beginnings of Bellevue Hospital and the vital mission it performed.

Please use the book i posted and material i attached

Discussion: How have the liberal arts changed? Create a post with a minimum of 250-words that discusses the important aspects of the liberal arts that have been retained over hundreds of years. The t
Cultural History, Descriptive Article, Post-Classical History (600 CE-1492 CE), World History November 4, 2018 The Seven Liberal Arts – The Foundations of Modern Day Education A Medieval Depiction of the Seven Liberal Arts by the artist Herrad of Landsberg circa 1180. | Courtesy of Wikimedia Commons MARTINA RODRIGUEZ The Seven Liberal Arts. While the phrase “Liberal Arts” is nothing new to any student’s ears, the specific term “Seven Liberal Arts” might not have the same sense of familiarity. The term “liberal arts” comes from the Latin word “liber,” which means “to free”; thus it was believed that the Seven Liberal Arts would “free” one through the knowledge gained in each of various disciplines.1 The term “Seven Liberal Arts” or artes liberales refers to the specific “branches of knowledge” that were taught in medieval schools. These seven branches were divided into two categories: the Trivium and the Quadrivium. The Trivium refered to the branches of knowledge focused on language, specifically grammar, rhetoric, and logic. The second division, the Quadrivium, focused on mathematics and its application: arithmetic, astronomy, geometry, and music.2 Greek philosophers believed the Liberal Arts were the studies that would develop both moral excellence and greater intellect for man. However, it was not from the Greeks, but rather from the Romans that we see the first official pattern or grouping of the Seven Liberal Arts. The beginnings of this pattern came from the Roman teachers Varro and Capella.  Varro (116 BCE-27 BCE), a Roman scholar, is credited with writing the first articulation about the Seven Liberal Arts.3 However, Capella (360 AD-428 AD) in his Marriage of Philology and Mercury, set the number and content of the Seven. Branching off of Capella’s work, three more Roman teachers—Boethius, Cassiodorus, and Isadore—were the ones who made the distinctions between the Trivium and Quadrivium.4 Through the writings and research of these men, the foundation for the Seven Liberal Arts was set and ready to be taught officially in the Medieval schools across Europe. “The Seven Liberal Arts” by the painter Giovanni di Ser Giovanni Guidi circa 1460 | Currently housed in the National Art Museum of Catalonia | Courtesy of Wikimedia Commons The first division of the liberal arts was called the Trivium which means “the place where three ways or roads meet.” The Trivium was the assembly of the three language subjects or “artes sermoincales”: grammar, dialectic, and rhetoric.5 It was expected that all educated people become proficient in the Latin language. After so many years of school with Latin being the spoken language, the student would be deemed proficient in the language and he would begin studying the higher-level curriculum.6 Completion of the Trivium was equivalent to a student’s modern day bachelor degree.7 The grammar aspect of the Trivium aimed to have students critically analyze and memorize texts as well as produce their own writings. One of the most famous grammatical texts studied by students was the Doctrinale of Alexander of Villedieu, which was a work of verse written in 1199. Naturally, the classics, such as Virgil, were studied as well as some Christian texts.8 In the stronger monasteries, other pagan authors besides Virgil were also studied.9 Not only was Virgil studied, but Donatus and Priscian wrote two very popular textbooks for the study of grammar. Donatus’ work was seen as an elementary work because he focused on the eight parts of speech. Priscian’s work, on the other hand, dealt with more advanced grammatical topics, and he cited some of the Roman forefathers of the Seven, such as Capella, Augustine, and Boethius.10 The student interest level in dialectic had been immense since the early days of the Greek schools, since they focused on the arts of reasoning and logic. For some, such as Rhabanus Maurus, dialectic was considered “the science of sciences.” The commonly studied dialectic textbooks were translations of the famous Greek teacher Boethius’ Categories and De interpretatione of Aristotle. By the twelfth century, the study of dialectic, or logic, came to be seen as the major subject of the trivium.11 The final academic aspect of the Trivium was rhetoric, which focused on expression as well as some aspects of history and law. Again, Boethius had some famous works that were studied in this discipline, but the common textbook was the Artis rhetoricae by Fortunatianus. Grammar and rhetoric were encouraged to a greater extent in the first half of the Middle Ages because knowing Latin was essential.12 The Carolingian period saw the expansion of the discipline of rhetoric grow to include prose composition. This discipline set the groundwork for the studies of canon and civil law in medieval schools.13   “A Young Man Being Introduced to the Seven Liberal Arts” a painting by Sandro Botticelli. Circa 1483-1485 | Currently housed in the Louvre Museum | Courtesy of the Wikimedia Common The Quadrivium, whose Latin translation is “the place where the four roads meet,” was the assembly of the four mathematical subjects or artes reales: arithmetic, music, geometry, and astronomy.14 These four areas of study were more advanced than those of the Trivium. Because of this, completion of the Quadrivium would result in the student being awarded a Masters of the Arts degree.15 For Medieval education, all the liberal arts subjects were seen as complementary to ones theology lessons, all of which every educated student would received. The Church encouraged the completion of liberal arts education so strongly that one could not even be ordained a priest if they weren’t deemed proficient in what the Quadrivium demanded.16   The first discipline of the Quadrivium, arithmetic, focused on the qualities of numbers and their operations. When the Arabic notation gained popularity, its methodology was implemented into study, thus increasing the content and understanding of arithmetic.17 The Church had very specific requirements for a man to be deemed proficient in arithmetic. For example, unless a man was able to compute the date of Easter using the writings of the Venerable Bede, he would not be allowed to be ordained into the priesthood.18  The second aspect of the Quadrivium was music. At first, the extensive music courses aspired to produce worship music. Not only did these courses include composition of music, but also performance aspects. The invention and early use of the organ in the medieval churches caused the interest in music to increase.19  Geometry was a new academic aspect for the Medieval world. Up until the tenth century, medieval knowledge of geometry was extremely limited. The discipline focused on geographical and geometrical components. More specifically, the focus was towards the practical applications of surveying, map making, and architecture. The works of Ptolemy were the basis for instruction for geometry. From the work of Ptolemy came further understandings of botany, mineralogy, and zoology.20  The final aspect of the Quadrivium was the teachings of astronomy. However, is was more than understanding how to read the stars. At first, Astronomy was used for arranging the feast days and fast days for the church.17 It also included more complex mathematics and physics. The purpose here was to be able to create and predict the calendar for the church as well as the most advantageous times for harvesting and planting crops. For this discipline, the works of Ptolemy and Aristotle were studied.22  “A Young Man Being Introduced to the Seven Liberal Arts” a painting by Sandro Botticelli. Circa 1483-1485 | Currently housed in the Louvre Museum | Courtesy of the Wikimedia Common The Seven Liberal Arts. A previously forgotten, but important foundation to our modern-day educational system. The specific disciplines were great, not only from an academic stand point, but in the contributions they held for society. A lot has changed for academia since the medieval period, but if not for the work of our medieval forefathers, how academia changed towards our experiences in the modern day could have been very different (Rodriguez, 2018). Bibliography Rodriguez, M. (2018, November 4). St. Mary’s University. Retrieved from STMU History Media: https://stmuhistorymedia.org/the-seven-liberal-arts-the-foundations-of-modern-day-education/ ALSO: https://www.memoriapress.com/articles/what-are-the-liberal-arts/
Discussion: How have the liberal arts changed? Create a post with a minimum of 250-words that discusses the important aspects of the liberal arts that have been retained over hundreds of years. The t
Why We Need the Liberal Arts Now More Than Ever BY CLAYTON ROSE AUGUST 30, 2017 1:05 PM EDT Rose is the 15th president of Bowdoin College As I prepared to welcome Bowdoin College’s students back to campus this week, I couldn’t help pondering where we are today in the worlds of politics, of government and of the media — imperfect but essential institutions for a healthy democracy. We have evolved to a most distressing place — to a place in our society and world where intellectual engagement is too often mocked. Facts are willfully ignored or conveniently dismissed. Data is curated or manipulated for short-term gain rather than to test or illuminate aspects of the truth. Hypocrisy runs rampant and character appears to no longer be a requirement for leadership. Instant gratification and personal aggrandizement are celebrated as virtues over the work of tackling hard problems that ultimately serve the public interest and common good. Too often, respectful and thoughtful discourse about the tough issues and efforts to find common language for a conversation — let alone common ground for solving problems — are among the rarest of commodities. This is decidedly a nonpartisan problem. We have evolved to this place over a long period, and there is more than enough blame to go around to all sides. Whatever one’s political and world views, we should all be alarmed. A system where skill, expertise, data, judgement, discourse, respect and character are in short supply is a system in trouble. A liberal arts education can play an important role in correcting this problem. At Bowdoin, we work hard to create an environment where students can be intellectually fearless, where they can consider ideas and material that challenge their points of view, may run counter to deeply held beliefs, unsettles them or may make them uncomfortable. We do this to prepare our graduates to effectively tackle climate change, economic inequality, race relations and so many other issues that polarize us today. In a liberal arts setting, intellectual fearlessness is achieved through the development and enhancement of competence, community and character. Competence comes through a rigorous education — one that builds and sharpens the skills of critical thinking and analysis; the ability to understand the political, social, natural, ethical, cultural and economic aspects of the world we inhabit; the ability to continue to learn; and the disposition to be intellectually nimble, to exercise judgment and to communicate effectively. We don’t tell students what to think. We strive to teach them how to think, to give them the knowledge and skills to develop the courage to think for themselves and shape their own principles, perspectives, beliefs and solutions to problems. We also provide students with seemingly endless ways to serve the common good — the notion that we have an obligation to something bigger than ourselves. This serves to strengthen our community and to make our students part of other communities, helping them better understand what binds each of us together. We want our students to understand and celebrate their wonderfully diverse identities, experiences and backgrounds, while also enjoying and appreciating the deep bonds of being a part of our college community. Being part of a strong and diverse community requires an ability to talk honestly with one another about the real issues. That’s why we push our students to develop skills and an ability to engage in thoughtful and respectful ways with those who have varying perspectives, and with whom they may disagree — sometimes profoundly. We also seek to promote character — principled lives, work and play that have integrity, an acknowledgment of the gifts we have been given and respect for others and ourselves. Liberal arts colleges are steeped in opportunities to engage intellectually and to reflect deeply across all disciplines about what character means, why it matters and how one might live it. And there are many chances over four years for students to actually engage in challenges that test and develop their character. At this challenging moment in our society and world, it would be easy to despair. But I do not. I am optimistic because I know the power of competence, community and character. The liberal arts matter now more than ever.

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