A Liberal Arts Education

College students are all choosing business majors and educators are wringing their hands, wondering what will become of the liberal arts education!

The definition of the so-called liberal arts education has long been elusive.  I would define it as a thorough grounding in literature, languages, history, philosophy, theology, the arts (music, theater, painting, sculpture, etc.), math and science. 

But with this definition we would have to confess that a liberal arts education has been rare for some time.  Long ago students began to divide themselves into math/science types and non-math/science types, neglecting any education in the opposite realm after secondary school.  This may have been partly due to the volume of accumulated knowledge in all fields, which made it difficult to become conversant in the full spectrum.  But it also occurred because of a growing chasm between the arts and the sciences, with certain personality traits and characteristics being ascribed to each group that made it difficult to bridge the gap.  The ‘renaissance man’ archetype, once a common aspiration of many intellectuals, became a relic, discarded on the dustbin of history. 

One of the things I am proudest of in my life is that I made a big effort to avoid this distinction, getting both a B.A. in German Studies and a B.S. in Electrical Engineering.  Now admittedly, this was partly because I have never been able to focus very well, but it has proven to be one of my best decisions and has provided my intellectual life with a rich diversity of passions.

But the current economic conditions have sent tremors through the university system, and everyone is trying to identify ‘practical’ majors that will ensure a job upon graduation.  The liberal arts major is seen as a monument to irrelevance, and its adherents are viewed as useless intellectuals with nothing to contribute to the heroic efforts of ‘job creation’ that have become the mantra of modern business.

In addition to the lemming-like movement to business and management majors, now there is a growing urgency in education to teach everyone to ‘code’.  This is a reaction to the ubiquity of information technology, which is built on software.  But the fad of teaching programming skills to every child seems as misplaced as an effort to teach everyone how to design machinery in the industrial age.

Education is not ‘one size fits all’!  Germany, one of the few nations that has been successful in avoiding the loss of middle class jobs in the globalization time, long ago instituted a state-funded spectrum of educational paths that has served it well.  A university education is only available for a minority of students.  The rest have a cornucopia of options, from highly hands-on technical to purely administrative, and everything in-between.  Students pay a modest fee for this training if they pay anything at all.  The system is not perfect, but what system is?  The decision to prepare for various paths is made fairly early and it is not a simple matter to change once that decision has been made, which leads to some frustration and wrong choices.  But overall it seems to be a much better system than ours, especially for the non-university students.

The U.S. has long had a rather absurd goal of sending every person to a university.  This is foolhardy.  How many college students truly have the desire to immerse themselves in deep study of literature, political science, economics and the like?  Certainly only a small percentage of those that actually attend.  But because a college education is seen as a pre-requisite for any well-paid career, legions of students spend their parents’ or their own hard-earned treasure to pay their dues in uninspired academic languor, all the while focusing most of their energy on the serious business of partying and watching college sports.

As jobs have become more scarce, the masses of students in university have become more utilitarian, choosing job training subjects that were not even options a couple of decades ago.  The most popular choice is the so-called business major – emphasizing accounting, organizational behavior, marketing and other business world topics.  Formerly, these topics were only taught in business schools, and typically to students who had already been out in the real world and returned for an MBA.  But now, in the desperate quest to gain advantage in job searches, students have turned away from traditional liberal arts subjects in the belief that this more practical knowledge will give them the edge.

This is precisely the type of education that Germany has put in a separate category from university education.  There is no need for a four year university education to learn business fundamentals.

Many will argue that a classic liberal arts education is no longer relevant, that majors such as history or literature do not prepare one for the workplace.  But I strongly disagree.  The skills that one obtains by deep study of history, literature and other liberal arts are exactly the enduring skills that allow one to become a profound contributor to society – critical thinking, complex logical analysis and writing, a sophisticated understanding of the nature and progression of civilization.

These are skills that are still immature at the end of high school.  It is a sad fact that most people read their last piece of classical literature or philosophy in their senior year of high school when they do not have the intellectual depth or foundation to truly understand or incorporate its message in their lives.

Similarly, many people never pursue a rigorous study of history or the evolution of political and social thought because they equate it to the memorization of facts, figures and dates that they abhorred all through high school.

Ideally, a liberal arts education in college gives a person a basis for lifelong learning and a capacity for deep inquiry and comprehension that will contribute to success in any endeavor.  This can certainly be acquired outside of the university, but it rarely is.

Many students will not have the passion to continue liberal arts studies.  They should not be encouraged or required to do so.  Having large hordes of indifferent students attending universities taking courses that hold meager interest for them is a waste on many levels.  And perhaps the transformation of many universities into ‘trade schools’ that focus on business majors is simply a way of backing into this realization. But the simultaneous disparagement of the liberal arts education and the associated decision by many parents to pressure their kids into ‘practical’ majors is indeed a sad trend.