Harvard University Four General Education Reform And The Contents Of Their Motivation Analysis

Harvard had experienced 4 times general education reforms with greatinfluence from Charles W. Eliot who took up the post of Harvard university(hereinafter for short: Harvard)president in 1869 to the present. At first,the paper particularly explores content,purpose,significance of everyHarvard general education reform. Harvard general education reforms showedthe characteristic of "constantly ameliorating and reinforcing", whichoffered more rational,feasible blue print by emendating some problemthat was existing in the education of that time and rectifying problemsleft in last reform, therefore, idea,connotation,extension of Harvardgeneral education obtained new progresses and development during differentperiod. At the same time, with social development of America, Harvard's curriculum constantly extended,updated and gradually tended towardsmaturation. Secondly, the paper systematically analyzes and discusses somefactors that caused Harvard general education reform during differentperiods. Harvard general education reform during Charles W. Eliot period,Abbott Lawrence Lowell period,James B. Conant period and Derek Bok periodrevealed not only results which these excellent presidents directlyimpelled, but also results which society,economy,culture ofanfractuosities America influenced indirectly. Analyzing and reviewingthese factors, we not only can explain relationship between HarvardUniversity and social development of American, and also find how Harvardformed its own particular style existing. Transmitting human beingcivilization,enlightening humanity value,carrying forwards democracyspirit, Harvard general education is a kind of very valuable education,regardless focusing on society factor or individual value, it offerspowerful support and transfuses permanent vigor for endlessly developingof Harvard university.the thesis mainly uses method of literature analyses,method ofhistory description and method of compare, trying to hold venation anddirection of Harvard University general education from bothmacroscopical and macroscopical aspects, and profoundly comprehend thereason that Harvard have created a lot of miracles up to now. These factorsof affecting Harvard general education reform had a distinct stage of development, due to the difference of social background of every periodand the distinction of society developing demand, which came into beingdifferent influence in constructing curriculum and the teaching method ofHarvard university. At the same time, the course of Harvard generaleducation reform is like a mirror of American social development,reflecting America tremendous changes during more than one century, thatis to say, every reform was an epitome of America society at that time.