Tag Archives: liberal arts

The Irreplaceable Liberal Arts

A recent report in the New York Times made me incredibly sad. Here are the introductory paragraphs:

In proposing last week to eliminate 169 faculty positions and cut more than 30 degree programs from its flagship university, West Virginia, the state with the fourth-highest poverty rate in the country, is engaging in a kind of educational gerrymandering. If you’re a West Virginian with plans to attend West Virginia University, be prepared to find yourself cut out of much of the best education that the school has traditionally offered, and many of the most basic parts of the education offered by comparable universities.

The planned cuts include the school’s program of world languages and literatures, along with graduate programs in mathematics and other degrees across the arts and pre-professional programs. The university is deciding, in effect, that certain citizens don’t get access to a liberal arts education.

The article makes it clear that West Virginia is not alone.  Politicians and state officials–primarily in poorer Red states– are taking an ax to liberal arts education. As the article correctly notes, “this trend, typically led by Republican-controlled legislatures and often masquerading as budgetary necessity, threatens to have dire long-term effects on our already polarized and divided nation.”

Once again, it becomes critical to support study of the liberal arts. As I have previously argued, “paradigm” may be the most appropriate word to use in connection with the importance of the liberal arts, because the liberal arts allow us to form the paradigm–the world-view– we need in order to function in an era of rapid change.

Americans today inhabit a world that is increasingly global and–despised as the term has come to be on the political Right–multicultural. Navigating it requires a broad familiarity with our human history, philosophy, literature, sociology and anthropology, studies that  prepare us to encounter, appreciate and survive in that world.

The liberal arts teach us how to be rational and analytic in an increasingly irrational age. They teach us to be respectful not just of results but of process–to understand that “how” and “why” are as important as “what.”

Most important, from my admittedly academic and civil libertarian perspective, the study of the liberal arts requires–indeed, is based upon– a profound respect for the importance of human liberty. The life of the mind depends upon freedom to consider any and all ideas, information, points of view. It cannot flower in a totalitarian environment.

Technocrats can live with Big Brother, but poets and philosophers cannot.

It may be trite, but it is nevertheless true that learning how to communicate and learning how to learn are the essential survival skills. If all one learns is a trade–no matter how highly compensated the particular trade might be–he or she is lost when that trade is no longer in demand. But even if that never happens, lack of familiarity with the liberal arts makes it less likely that a person’s non-work life will be full and rich. There is nothing wrong with learning a trade; it’s important and worthwhile. But there is a profound difference between “trade school” and the process of acquiring an education. That difference is the liberal arts.

As the Times essay concludes:

The humanities are under threat more broadly across the nation because of the perceived left-wing ideology of the liberal arts. Book bans, attempts to undermine diversity efforts and remodeled school curriculums that teach that slavery was about “skill” development are part of a larger coordinated assault on the supposed “cultural Marxism” of the humanities. (That absurd idea rests in part on an antisemitic fantasy in which left-leaning philosophers like Theodor Adorno and Herbert Marcuse somehow took control of American culture after the Second World War.) To resist this assault, we must provide broad access to a true liberal arts education.

The campaign to overturn the liberal arts is politically motivated, through and through. The Democratic Party has lost the working class, while the Republican Party has made electoral gains among the least educated. With the help of consultants, Republicans seek to gut the (nonprofit or public) university in the name of a “profit” it doesn’t even intend to deliver. The point instead is to divide the electorate, and higher education is the tool.

We are seeing overtly political efforts to turn the nation’s classrooms and libraries into Rightwing echo chambers. School libraries should be managed by the librarians who are committed to intellectual freedom. History lessons should accurately portray both the admirable and the disgraceful. A liberal arts education should be accessible to all students–not just those with the financial wherewithal to attend “elite” universities.

What West Virginia University is doing is appalling–and very, very dangerous.

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Some Encouraging News

Despite my constant negative rants, I have always considered myself an optimist.  That optimism, struggling though it is, leads me to believe that the current cycle of racist backlash and the frantic efforts to turn back the clock by Christian Nationalists is beginning to abate.

Granted, those efforts still pose a considerable threat, but there are signs that the war on modernity is slowly losing ground, and we need to acknowledge them.

What was once a political party with a reasonably cohesive agenda is coming apart. For example, the GOP climate change deniers trying to keep companies from investing or otherwise doing business with environmentally and socially “woke” enterprises are angering longtime Republicans whose businesses are responding to reality–not to mention the demands of  environmentally and socially responsible customers.

Other indicators:

Polls of the electorate show that a majority of young voters identify as Democrats, and that the crazed antics of Congressional Republicans have begun to turn off older voters.

Calls for higher taxes on the obscenely undertaxed wealthy are growing.

The ubiquity of cell-phone cameras has brought increasing urgency–and potency– to the longstanding calls to reform policing and address racism.

Foundations, not-for-profits and others have recognized the danger to democracy posed by local “news deserts” and have been sponsoring new efforts at local journalism intended to remedy the dangerous dearth of information that has resulted.

And in the wider society, we may be seeing less resentment of “elites”– defined as educated Americans. I was particularly relieved to come across this article in Axios about an increase in the number of students studying the humanities.

The pro-STEM movement has gutted high school and college humanities programs — but there’s some evidence of a post-pandemic revival afoot, Jennifer A. Kingson reports.

Why it matters: In academic circles, humanities’ decades-long decline is blamed for the proliferation of falsehoods on social media, crass political discourse, the rise in racism and the parlous state of democracy (not to mention our etiolated vocabularies).

Driving the news: When the University of California, Berkeley, reported an uptick in humanities majors this academic year, there was elation — and shock — at the prospect of a trend reversal.

The number of first-year Berkeley students declaring majors in the arts and humanities — which includes English, history, languages, philosophy and media studies — was up 121% over last year.

The number of high schoolers applying to Berkeley with the intention of studying humanities was up 43.2% from five years ago, and up 73% vs. 10 years ago.
Some other schools — such as Arizona State University and the University of Washington — have also seen a rise in students declaring humanities majors.
What they’re saying: “Students are turning to the arts and humanities as a way to make sense of our current moment,” Sara Guyer, dean of Berkeley’s division of arts and humanities and director of the World Humanities Report, told the university’s news service

Why do I believe that study of the humanities and liberal arts is so important?

“Paradigm” is one of our contemporary, and overused, buzzwords, but it is an appropriate word to use in connection with the importance of the liberal arts, because the liberal arts give us the paradigm we need if we are to function in an era of rapid change.

We inhabit a world that is increasingly global and–despised as some people find the term and the reality it describes–multicultural. A familiarity with human history, philosophy, literature, sociology and anthropology prepares us to encounter, appreciate and survive in that world.

The liberal arts teach us to be rational and analytic in an increasingly irrational age. They teach us to be respectful not just of results but of process–to understand that “how” and “why” are just as important as “what.”

Most important, from my perspective, the study of the liberal arts is based upon a profound respect for the importance of genuine human liberty. The life of the mind depends upon the freedom to consider any and all ideas, information, points of view. It cannot flower in a totalitarian environment. Technocrats can live with Big Brother, but poets and philosophers cannot.

It may be trite, but it is nevertheless true that learning how to communicate and learning how to learn are the essential survival skills. If all one learns is a trade–no matter how highly compensated the particular trade might be–he or she is lost when that trade is no longer in demand. But even if that never happens, lack of familiarity with the liberal arts makes it less likely that an individual’s non-work life will be full and rich.

There is a difference between learning a trade and acquiring an education. That difference is the liberal arts.

So–modest as they may be–harbingers of positive change….

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A Scary, Sneaky Assault

While we’ve been distracted by the Right’s bogus hysteria about Critical Race Theory somehow being taught in the nation’s kindergartens, the more determined assault on education is evidently occurring on university campuses.

I have previously posted about the decision of Marian College’s President to eliminate that school’s department of Political Science–a decision made over the strenuous objection of the faculty. The scuttlebutt from people ostensibly “in the know” was that the move was motivated by the personal animus of the school’s right-wing (and widely disliked) President for the sole remaining tenured member of that department–a (gasp!) political liberal.

Evidently, however, what I thought was a petty move by an unpopular administrator at a small school wasn’t the “one-off” I’d imagined. According to the website The Baffler,

This is not the story of one department at one college. An hour’s drive to the northwest of Marian, at Purdue University, it is the English department that faced threats. Citing budgetary concerns, the board of trustees halted the acceptance of any new students and proposed cuts to non-tenured faculty. This includes the Master of Fine Arts program in creative writing, which until recently included the trailblazing Haitian American author Roxane Gay. Other departments at other universities and colleges around the country are facing similar cuts.

“The ostensible reason provided for these cuts and terminations is “prioritization,” a term used by university administrators to rank which programs deserve funding and attention. One such “prioritization” committee at St. Joseph’s College in New York described it as a ranking of “centrality and essentiality,” “demand and opportunity,” and “productivity, revenue, and resources.” If the terms sound like university administrator gobbledygook, that’s because they are, cleverly disguising administrative judgments as some sort of due process. Around the country it is terms just like these that have been thrown at social science and liberal arts departments. Suddenly, faculty in these departments are expected to justify why they exist and why anyone would need a degree in English.

According to the article, pseudo-business terms like “prioritization” are being used to disguise what are really politically motivated assaults on liberal education.

Prioritization routinely argues that engineering departments need to be the ones getting more money and resources from the administration. Unlike English or political science, which are seen as useless and pointless majors, engineering and computer science carry an implicit promise of a job. Who needs to have read Shakespeare or know about how our political system works when you can rush off to be one among the armies of coders who make our digiverse possible?

In reality, “prioritization” debates, particularly in deep red states, are excellent covers for changing the political demographics of American colleges and universities.

This is just the latest iteration of the Right’s longstanding effort to substitute job training and/or religious indoctrination for education. As Will Bunch recently wrote in the Philadelphia Inquirer,

you can draw a straight line between the country’s collective decision to stop seeing education as a public good aimed at creating engaged and informed citizens but instead a pipeline for the worker drones of capitalism, and the 21st century’s civic meltdown that reached its low point nearly one year ago, in the Jan. 6 insurrection.

Back in 1999, dismay over  that effort prompted me to post about the importance of the liberal arts.  

Studying the liberal arts gives students the worldview–the intellectual paradigm– citizens need in order to function in an era of rapid change.

We inhabit a world that is increasingly global and multicultural. Familiarity with human history, philosophy, literature, sociology and anthropology prepares us to encounter, appreciate and thrive in that world. Education in the liberal arts is based upon a profound respect for the importance of human liberty. The life of the mind requires freedom to access and consider any and all ideas, information, and points of view. Critical thinking cannot flower in a totalitarian environment.

Technocrats can live with Big Brother, but artists, poets and philosophers cannot.

Learning how to communicate, learning how to learn–and learning how much there is to learn!– are essential survival skills. If all one learns is a trade–no matter how highly compensated the particular trade might be–he or she is lost when that trade is no longer in demand. Even if that never happens, lack of familiarity with the liberal arts makes it far less likely that an individual’s non-work life will be full and rich.

Despite the Right’s distaste for expertise, evidence, and smarty-pants “intellectuals,” America desperately needs educated people. The survival of democracy requires an educated population– and there’s a significant difference between learning a trade, important as that may be, and becoming educated.

That difference is the liberal arts–and that’s why they are being targeted. 

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