Hobart and William Smith Colleges

the four perspectives of liberal arts 

Along with our integrated goals of critical thinking and communication, the HWS curriculum exposes students to critical, analytical and creative modes of inquiry. These perspectives provide students a broad foundation of knowledge, foster intellectual curiosity and analytical reasoning, and encourage the exploration of multiple academic disciplines and approaches. These perspectives underscore the imperatives of a liberal arts education to provide a breadth of knowledge and the means to engage that knowledge effectively.

The Integrated Goals of Critical Thinking and Communication

Critical thinking and communication comprise the foundation of any liberal arts education. The ability to articulate a question, identify and gain access to appropriate information, organize and present evidence, and construct complex, elegant, and persuasive arguments in written and oral forms are integral to Hobart and William Smith’s vision to "explore, collaborate, and act."

Critical and creative thinking, and their expression through the media of writing and speaking are understood to develop over the course of a student’s learning experience:

• The First-Year Experience (FYE) introduces students to critical thinking and communication skills through introductory courses in disciplines across the curriculum. At the center of the FYE is the writing-intensive First-Year Seminar, which introduces students to the intellectual community of the Colleges and provides academic mentorship. The First-Year Seminar introduces and integrates within the seminar many of the Colleges’ academic resources.
• The Writing Enriched Curriculum (WEC) builds on the FYE by further developing the key writing and thinking abilities characteristic of a student’s major, as well as the ability to recognize key features of the major’s discourse. WEC is built on several premises: that writing can be flexibly defined as an articulation of thinking in a variety of forms; that writing is continually developed in new contexts and genres, rather than a skill to be mastered; and that writing instruction is the shared responsibility of faculty in all departments and programs.
• The senior capstone experience is both a continuation and culmination of the student’s development in critical thinking and communication. Specific to each major, the capstone experience demands substantial understanding of the discipline’s central questions and literacy in its modes of reasoning and communication.

the four perspectives of the liberal arts 

scientific and quantitative reasoning 

The scientific and quantitative reasoning perspective introduces students to methodical, analytical and systematic modes of inquiry that address complex problems. Students learn to interpret data, evaluate mathematical arguments, and/or apply scientific reasoning in decision-making.

artistic and creative expression 

The artistic and creative expression perspective provides students with the skills to think and express themselves imaginatively and reflectively. Students explore their unique voices while they refine their creative abilities through performance-, studio-, or workshop-based learning, as well as through studies that integrate performance or creative activity with topics related to the art form.

global and cultural connections 

The global and cultural connections perspective introduces students to new ideas, languages and/or cultures from across the globe. By interacting with different cultural traditions, histories and practices and, by integrating these experiences into their own worldviews, students enrich their understanding of and preparation for an interconnected world.

ethical and social responsibility 

The ethical and social responsibility perspective equips students to analyze critically the unequal distribution of wealth, power and privilege through socio-historical factors. It fosters an understanding of ethics, responsibility and justice, empowering students to engage in informed and socially responsible action.

addressing the four perspectives 

Students work with their faculty advisors to design a program of study that meets both their individual academic interests and addresses the four perspectives of the curriculum. To complete this graduation requirement, students must pass one course in each perspective, with a C- or better (CR courses also count).

At least three of the four perspective courses must be taken from different subject codes. Courses taken to address the perspectives requirements may also count towards a student’s academic major and/or minor. Students are encouraged to complete the four perspectives within their first two years. A list of courses addressing the four perspectives can be found online.