People at times erroneously try to liken us to an "honors program", but that's very wrong: in an honors program, you are given special sections and harder challenges (maybe replacement assignments), but the structure is largely the same; with CCS, the structure is removed: you are given an advisor who works with you to figure out the extent to which you might just skip years of prerequisites you might not need (or can quickly learn yourself with a book). Sometimes, we are considered "a graduate program for undergraduates" (which is quite true of a lot of the paperwork structure and respect afforded students, but I think is a description that misses a lot of the fundamental differences between graduate and undergraduate education with respect to failure modes; that is, however, a digression).
This program was created at the very end of the 60s, and had only seven majors--Math, Physics, Chemistry, Biology, Literature, Art, and Music Composition (later, Computer Science and some kind of BioChem major were added)--chosen to be majors where an undergraduate could "push the state of the art" by the time they left. Students are treated as "peers in the educational process", and were essentially encouraged to teach their own class in an area where they had become an expert by the time they graduated (at least this used to be the case; there were some unfortunate policy decisions that happened a decade ago that have never really been fixed, as it damaged a culture).
The person who created this institution--Marvin Mudrick--became the first Provost, and largely ran the major of Literature; notably, he was somewhat despised by the L&S English department (for occasionally quite good reason). My understanding (which might be wrong) is that he reveled in the idea that students might get to learn from people who had very different opinions, and was happy to have people teach classes with whom he disagreed strongly (though, probably not from L&S English ;P).
And now, the reason I provide this context for the point I want to make: students at CCS have to choose a major, and are expected to go super deep; you can't come in "undeclared", nor is the program really "interdisciplinary" (though we are so small we definitely have classes that sometimes make it feel that way, and sometimes people are so motivated that they double major). In fact, as part of the paperwork and prerequisite reduction mechanisms, a lot of the "general education" work that people are usually expected to take--structured work in various programs from lists of requirements--is just scrapped and replaced by a "breadth requirement" to take "eight courses, widely distributed, outside of your major, and another two that are different, but related".
Marvin Mudrick, who got to do all of this because he was a friend of the Chancellor at the time, had an idea for a different college called the College of General Studies, which would be the epitome of a "liberal arts" education, focussing on nothing and attempting to learn everything. It was never created. Now, I know it was also his idea, and it has been a long time since I read works by and about him, but I also remember something very key he described about the College of Creative Studies, and which might be what led him to decide to not continue to pursue his other idea.
In the book I had once read about Marvin Mudrick, a quote--which I am going to paraphrase and butcher from memory--that stood out the most to me was "it doesn't matter what someone learns, as long as they learn it deeply, as then the student can appreciate what it really means to know something and will never henceforth believe that they know something when they actually know almost nothing". I truly believe that, and I thereby not only agree that it seems almost impossible for someone to have "critical thinking skills" if they never really studied any topics to have any depth, but will say that you have to go further: we need to take each student (whether through a structure like college or just by working within society so people have the free time and public resources to study their own interests), help them find their passion and enable them to push the boundaries of their knowledge into a topic far enough to be forced to apply critical thinking deeply enough that they can appreciate the limits of their own, and thereby others', knowledge.
