SLE guest lecturer’s remarks about Holocaust spark controversy
Iranian scholar Abdolkarim Soroush suggested that fewer than six million Jews died in the Holocaust at a guest lecture for Structured Liberal Education (SLE) on Jan. 29.
SLE combats stereotypes held by incoming frosh
Stanford’s Structured Liberal Education (SLE) program houses “two to three times” the proportion of international students than does Stanford’s overall population, according to associate director Jeremy Sabol.
SLE adds new texts and speakers to increase diversity in curriculum
As a response to concerns posed by Who’s Teaching Us and other students, SLE has added more texts and speakers to diversify its curriculum.
SLE hires four new lecturers, prioritizes disciplinary breadth
Stanford’s Structured Liberal Education (SLE), a yearlong liberal arts-focused residential program for Stanford freshman, prioritized disciplinary breadth in its choice of four new lecturers this school year.
WTU leads protest in support of group’s demands
On Friday, over 200 students participated in a series of activities that kept pressure on the Stanford administration to accept the Who’s Teaching Us demands.
Stanford Review’s Western Civilization proposal draws sharp reactions
On Sunday, The Stanford Review proposed and emailed a petition and manifesto for a new “Western Civilization” humanities requirement to the student body. Intended to be placed on the undergraduate Spring Ballot, the petition has sparked a flurry of reactions ranging from reflection on the state of the humanities at Stanford to outrage at the Review’s perceived exclusivity.
Humanities professors talk magic pills, Russian dolls and the point of the humanities
At least 50 students crowded into the home of Nadeem Hussein, the dean of FroSoCo and professor of Philosophy, last Friday night for a lively discussion between Hussein and fellow acclaimed professors in the humanities Joshua Landy, Andrew B. Hammond Professor of French and director of Structured Liberal Education (SLE) and Dan Edelstein, chair of the Division of Literatures, Cultures, and Languages (DLCL) and Resident Fellow of the Humanities House. The discussion centered around the question of “What is the point of the humanities?”.
College rhetoric can marginalize other paths to responsible citizenship
In my last column, I supported my arguments about race, gender and class studies by referencing two “primary goals” of a liberal arts education: to prepare ourselves to make the world a better place and to expose ourselves to a wide variety of perspectives and ideas. According to the undergraduate admissions page, the three main…
