There are two separate and entirely incompatible strands of thought about liberal education passing through public discourse at present.
The first argues that liberal education is a solution to increasing mechanisation of the work force, an antidote for the feeling of alienation and a loss of meaning, and the way to produce broad-minded, deep-hearted leaders. As Asia invests in the liberal arts, and as a new public narrative along these lines becomes more common in the United States, the liberal arts appear on the one hand to be experiencing a resurgence.
The second narrative argues that the liberal arts, and more specifically the humanities that make up their centrepiece, are worthless in a world where value is created digitally. This view is summarised succinctly by Silicon Valley venture capitalist Vinod Khosla, who writes in one of his polemics that “Little of the material taught in Liberal Arts programs today is relevant to the future.” Instead, science and technology are the paths to progressing humanity and improving the world.
The inability of these two strands of thought to connect or engage with one another points to the central issue: they each have incompatible visions of the future.
One imagines a world where morals, character, public service and living well are the purpose of education. The other imagines a world where humanity is advanced by technology, and education must focus on preparing the minds necessary for this advancement.
Recognising which vision for the future we hold dear is the start of knowing what education means to us individually. And by acknowledging that those who disagree with us about the value of liberal education do so not out of ignorance but from a different vision of a noble future, perhaps for the first time these narratives may engage with one another.