COMPUTER SCIENCE EDUCATION AND THE IDEAL OF LIBERAL A R T S Gail B. Brackett, Department of Institutional Research Chadwick H. Nestman, Department of Administrative Sciences Emil R. Spees, Department of Higher Education Southern Illinois University Carbondale, Illinois 62901 INTRODUCTION With the watchword, slogan, and panacea of today being "Back to Basics," it is especially appropriate that the ACM conference should look at the relationship of computers, computer sc&ence education, and the liberal arts. In keeping with realistic, pragmatic program learning, it is necessary that we define the terms to be used and the nature of the problem; that we review the budding efforts toward the solution; and finally, that we offer our own suggestions for the future. In order to avoid the inevitable conflict involved in defining what comprises liberal arts, we shall deal with the more global issue of describing the concept of liberal arts education. The history of higher education is replete with examples of efforts to attain a liberal arts education. In our own country, colleges and universities trace their origins to the common assumption that all educated people shared an intellectual heritage--the liberal arts. Harvard, Yale, William and Mary, Princeton, and others subscribed
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Computer science education and the ideal of liberal arts
Brackett, Gail B.; Nestman, Chadwick H.; Spees, Emil R.
Association for Computing Machinery — Aug 1, 1978
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