Liberal education today is in some quarters seen as being in decline; headlines almost daily question its value and predict its demise. It is increasingly passed over in favour of pre-professional or vocational degrees, and the rise of the glamorous Silicon Valley technology industry is encouraging undergraduates to specialise earlier. This, alongside the reality that the idea of the liberal arts college has hardly existed outside of the United States in the twentieth and twenty-first centuries, and one could be forgiven for assuming liberal education’s days are numbered.
And yet, simultaneously, liberal education is expanding globally. Yale-NUS College is perhaps the flagship of this expansion, but across Asia, Europe, the Middle East and Oceania, liberal arts programs and colleges are increasing in number. Liberal education is seen as an antidote to overly rigid career and workforce structures, and a way of claiming back personality and individual meaning in cultures that demand conformity. In these circles, liberal education is to experience not decline but a surge in both interest and enrolment.
These views cannot both be right. But how should we understand liberal education amidst the two narratives? What has liberal education been, what is it today, and what should we expect it to be in future? Can we expect it to expand globally, or will such an expansion be to lose the essence of the liberal arts? How should we think about Yale-NUS College in terms of these larger trends in liberal education, and what lessons can we draw for the further expansion of liberal education into other countries and contexts? And perhaps above all, how will these different facets of liberal education affect its original political purpose of educating informed, actively engaged and critical citizens?
I’m to attempt to answer some of these questions over the next year as part of my senior thesis project at Yale-NUS. For a while I deliberated over the topic that I should focus on for the next year; and thought there were many others, and one in particular which spoke to a question I had around how small states function in the world, these questions on the liberal arts spoke much more meaningfully to my education as a whole and an interest that I’ve never particularly done anything to cultivate.
My own experience with the liberal arts has been struggling to understand what the term even meant, coming from a country where there is no such educational tradition. But I now believe liberal education is a component of personal growth not to be passed up; I feel I understand the opportunity a liberal education offers on a deeper level, and yet do not know how to make sense of this in terms of the liberal arts tradition globally. And, especially pertinent to a New Zealander studying at a liberal arts college in Singapore, I wonder whether the liberal education I’ve received is a result of studying at an American-styled institution with predominantly American professors. Is the idea unique to America today? Can it ever truly be spread globally? Or can it only spread by maintaining the people and structures present at liberal arts colleges in the United States?
I anticipate writing with increasing frequency on the liberal arts here on this blog. My blog has always been a space to hone my own thinking on topics, and to hear from readers about what books I should be reading next or who I should be talking to. So please, if you do have thoughts, get in touch.