In Defense of a Liberal Education


Book Description

CNN host and best-selling author Fareed Zakaria argues for a renewed commitment to the world’s most valuable educational tradition. The liberal arts are under attack. The governors of Florida, Texas, and North Carolina have all pledged that they will not spend taxpayer money subsidizing the liberal arts, and they seem to have an unlikely ally in President Obama. While at a General Electric plant in early 2014, Obama remarked, "I promise you, folks can make a lot more, potentially, with skilled manufacturing or the trades than they might with an art history degree." These messages are hitting home: majors like English and history, once very popular and highly respected, are in steep decline. "I get it," writes Fareed Zakaria, recalling the atmosphere in India where he grew up, which was even more obsessed with getting a skills-based education. However, the CNN host and best-selling author explains why this widely held view is mistaken and shortsighted. Zakaria eloquently expounds on the virtues of a liberal arts education—how to write clearly, how to express yourself convincingly, and how to think analytically. He turns our leaders' vocational argument on its head. American routine manufacturing jobs continue to get automated or outsourced, and specific vocational knowledge is often outdated within a few years. Engineering is a great profession, but key value-added skills you will also need are creativity, lateral thinking, design, communication, storytelling, and, more than anything, the ability to continually learn and enjoy learning—precisely the gifts of a liberal education. Zakaria argues that technology is transforming education, opening up access to the best courses and classes in a vast variety of subjects for millions around the world. We are at the dawn of the greatest expansion of the idea of a liberal education in human history.




Beyond the University


Book Description

Contentious debates over the benefits—or drawbacks—of a liberal education are as old as America itself. From Benjamin Franklin to the Internet pundits, critics of higher education have attacked its irrelevance and elitism—often calling for more vocational instruction. Thomas Jefferson, by contrast, believed that nurturing a student’s capacity for lifelong learning was useful for science and commerce while also being essential for democracy. In this provocative contribution to the disputes, university president Michael S. Roth focuses on important moments and seminal thinkers in America’s long-running argument over vocational vs. liberal education. Conflicting streams of thought flow through American intellectual history: W. E. B. DuBois’s humanistic principles of pedagogy for newly emancipated slaves developed in opposition to Booker T. Washington’s educational utilitarianism, for example. Jane Addams’s emphasis on the cultivation of empathy and John Dewey’s calls for education as civic engagement were rejected as impractical by those who aimed to train students for particular economic tasks. Roth explores these arguments (and more), considers the state of higher education today, and concludes with a stirring plea for the kind of education that has, since the founding of the nation, cultivated individual freedom, promulgated civic virtue, and instilled hope for the future.




Redesigning Liberal Education


Book Description

Redesigning liberal education requires both pragmatic approaches to discover what works and radical visions of what is possible. The future of liberal education in the United States, in its current form, is fraught but full of possibility. Today's institutions are struggling to maintain viability, sustain revenue, and assert value in the face of rising costs. But we should not abandon the model of pragmatic liberal learning that has made America's colleges and universities the envy of the world. Instead, Redesigning Liberal Education argues, we owe it to students to reform liberal education in ways that put broad and measurable student learning as the highest priority. Written by experts in higher education, the book is organized into two sections. The first section focuses on innovations at 13 institutions: Brown University, College of the Holy Cross, Connecticut College, Elon University, Florida International University, George Mason University, Georgetown University, Lasell College, Northeastern University, Rollins College, Smith College, Susquehanna University, and the University of Wisconsin–Green Bay. Chapters about these institutions consider the vast spectrum of opportunities and challenges currently faced by students, faculty, staff, and administrators, while also offering "radical visions" of the future of liberal education in the United States. Accompanying vision chapters written by some of the foremost leaders in higher education touch on a wide array of subjects and themes, from artificial intelligence and machines to the role that human dispositions, mindsets, resilience, and time play in how we guide students to ideas for bringing playful concepts of creativity and openness into our work. Ultimately, Redesigning Liberal Education reveals how humanizing forces, including critical thinking, collaboration, cross-cultural competencies, resilience, and empathy, can help drive our world. This uplifting collection is a celebration of the innovative work being done to achieve the promise of a valuable, engaging, and practical undergraduate liberal education. Isis Artze-Vega, Denise S. Bartell, Randy Bass, John Bodinger de Uriarte, Laurie Ann Britt-Smith, Jacquelyn Dively Brown, Phillip M. Carter, Nancy L. Chick, Michael J. Daley, Maggie Debelius, Janelle Papay Decato, Peter Felten, Ashley Finley, Dennis A. Frey Jr., Chris W. Gallagher, Evan A. Gatti, Lisa Gring-Pemble, Kristína Moss Gudrún Gunnarsdóttir, Anthony Hatcher, Toni Strollo Holbrook, Derek Lackaff, Leo Lambert, Kristin Lange, Sherry Lee Linkon, Anne M. Magro, Maud S. Mandel, Jessica Metzler, Borjana Mikic, William Moner, Phillip Motley, Matthew Pavesich, Uta G. Poiger, Rebecca Pope-Ruark, Michael Reder, Michael S. Roth, Emily Russell, Heather Russell, Ann Schenk, Michael Shanks, Susan Rundell Singer, Andrea A. Sinn, Christina Smith, Allison K. Staudinger, William M. Sullivan, Connie Svabo, Meredith Twombly, Betsy Verhoeven, David J. Voelker, Scott Windham, Mary C. Wright, Catherine Zeek




The Evidence Liberal Arts Needs


Book Description

Empirical evidence for the value of a liberal arts education: how and why it has a lasting impact on success, leadership, altruism, learning, and fulfillment. In ongoing debates over the value of a college education, the role of the liberal arts in higher education has been blamed by some for making college expensive, impractical, and even worthless. Defenders argue that liberal arts education makes society innovative, creative, and civic-minded. But these qualities are hard to quantify, and many critics of higher education call for courses of study to be strictly job-specific. In this groundbreaking book, Richard Detweiler, drawing on interviews with more than 1,000 college graduates aged 25 to 65, offers empirical evidence for the value of a liberal arts education. Detweiler finds that a liberal arts education has a lasting impact on success, leadership, altruism, learning, and fulfillment over a lifetime. Unlike other defenders of a liberal arts education, Detweiler doesn’t rely on philosophical arguments or anecdotes but on data. He developed a series of interview questions related to the content attributes of liberal arts (for example, course assignments and majors), the context attributes (out-of-class interaction with faculty and students, teaching methods, campus life), and the purpose attributes (adult life outcomes). Interview responses show that although both the content of study and the educational context are associated with significant life outcomes, the content of study has less relationship to positive adult life outcomes than the educational context. The implications of this research, Detweiler points out, range from the advantages of broadening areas of study to factors that could influence students’ decisions to attend certain colleges.




The Politics of Liberal Education


Book Description

Controversy over what role “the great books” should play in college curricula and questions about who defines “the literary canon” are at the forefront of debates in higher education. The Politics of Liberal Education enters this discussion with a sophisticated defense of educational reform in response to attacks by academic traditionalists. The authors here—themselves distinguished scholars and educators—share the belief that American schools, colleges, and universities can do a far better job of educating the nation’s increasingly diverse population and that the liberal arts must play a central role in providing students with the resources they need to meet the challenges of a rapidly changing world. Within this area of consensus, however, the contributors display a wide range of approaches, illuminating the issues from the perspectives of their particular disciplines—classics, education, English, history, and philosophy, among others—and their individual experiences as teachers. Among the topics they discuss are canon-formation in the ancient world, the idea of a “common culture,” and the educational implications of such social movements as feminism, technological changes including computers and television, and intellectual developments such as “theory.” Readers interested in the controversies over American education will find this volume an informed alternative to sensationalized treatments of these issues. Contributors. Stanley Fish, Phyllis Franklin, Henry Louis Gates Jr., Henry A. Giroux, Darryl J. Gless, Gerald Graff, Barbara Herrnstein Smith, George A. Kennedy, Bruce Kuklick, Richard A. Lanham, Elizabeth Kamarck Minnich, Alexander Nehamas, Mary Louise Pratt, Richard Rorty, Eve Kosofsky Sedgwick




Why the Humanities Matter Today


Book Description

The humanities in American higher education is in a state of crisis with declining student enrollment, fewer faculty positions, and diminishing public prestige. Instead of recycling old arguments that have lost their appeal, the humanities must discover and articulate new rationales for their value to students, faculty, administrators, and the public. Why the Humanities Matter Today: In Defense of Liberal Education is an attempt to do so by having philosophers, literature and foreign language professors, historians, and political theorists defend the value and explain the worth of their respective disciplines as well as illuminate the importance of liberal education. By setting forth new arguments about the significance of their disciplines, these scholars show how the humanities can reclaim its place of prominence in American higher education.




Redefining Liberal Arts Education in the Twenty-First Century


Book Description

Contributions by William D. Adams, Sarah Archino, Mario J. Azevedo, Katrina Byrd, Rico D. Chapman, Helen O. Chukwuma, Monica Flippin Wynn, Tatiana Glushko, Eric J. Griffin, Kathi R. Griffin, Yumi Park Huntington, Thomas M. Kersen, Robert E. Luckett Jr., Floyd W. Martin, Preselfannie W. McDaniels, Dawn Bishop McLin, Lauren Ashlee Messina, Byron D'Andra Orey, Kathy Root Pitts, Candis Pizzetta, Lawrence Sledge, RaShell R. Smith-Spears, Joseph Martin Stevenson, Seretha D. Williams, and Karen C. Wilson-Stevenson Redefining Liberal Arts Education in the Twenty-First Century delves into the essential nature of the liberal arts in America today. During a time when the STEM fields of science, technology, engineering, and math dominate the narrative around the future of higher education, the liberal arts remain vital but frequently dismissed academic pursuits. While STEAM has emerged as a popular acronym, the arts get added to the discussion in a way that is often rhetorical at best. Written by scholars from a diversity of fields and institutions, the essays in this collection legitimize the liberal arts and offer visions for the role of these disciplines in the modern world. From the arts, pedagogy, and writing to social justice, the digital humanities, and the African American experience, the essays that comprise Redefining Liberal Arts Education in the Twenty-First Century bring attention to the vast array of ways in which the liberal arts continue to be fundamental parts of any education. In an increasingly transactional environment, in which students believe a degree must lead to a specific job and set income, colleges and universities should take heed of the advice from these scholars. The liberal arts do not lend themselves to the capacity to do a single job, but to do any job. The effective teaching of critical and analytical thinking, writing, and speaking creates educated citizens. In a divisive twenty-first-century world, such a citizenry holds the tools to maintain a free society, redefining the liberal arts in a manner that may be key to the American republic.




Leadership and the Liberal Arts


Book Description

A collection of essays by presidents of prominent liberal arts colleges and leading intellectuals who reflect on the meaning of educating individuals for leadership and how it can be accomplished in ways consistent with the missions of liberal arts institutions.




Cultivating Humanity


Book Description

How can higher education today create a community of critical thinkers and searchers for truth that transcends the boundaries of class, gender, and nation? Martha C. Nussbaum, philosopher and classicist, argues that contemporary curricular reform is already producing such “citizens of the world” in its advocacy of diverse forms of cross-cultural studies. Her vigorous defense of “the new education” is rooted in Seneca’s ideal of the citizen who scrutinizes tradition critically and who respects the ability to reason wherever it is found—in rich or poor, native or foreigner, female or male. Drawing on Socrates and the Stoics, Nussbaum establishes three core values of liberal education: critical self-examination, the ideal of the world citizen, and the development of the narrative imagination. Then, taking us into classrooms and campuses across the nation, including prominent research universities, small independent colleges, and religious institutions, she shows how these values are (and in some instances are not) being embodied in particular courses. She defends such burgeoning subject areas as gender, minority, and gay studies against charges of moral relativism and low standards, and underscores their dynamic and fundamental contribution to critical reasoning and world citizenship. For Nussbaum, liberal education is alive and well on American campuses in the late twentieth century. It is not only viable, promising, and constructive, but it is essential to a democratic society. Taking up the challenge of conservative critics of academe, she argues persuasively that sustained reform in the aim and content of liberal education is the most vital and invigorating force in higher education today.