The liberal arts and sciences have no economic value. Let me repeat that: none, nada. Taught in the right spirit, they are useless from an economic point of view. They are designed in fact to be downright wasteful. The liberal arts’ ancient roots, after all, are from a world in which a few free men had the time -- the leisure -- to engage in study. It was for the elite. The purpose of the liberal arts in ancient times was to offer to the elite the knowledge, morals, and skills (like oratory) that they needed to determine what was good for individuals and the public, and to help achieve that good in society through citizenship.
In a democracy, however, we cannot afford to leave the liberal arts to the elite. In a society in which we expect all people to be effective citizens, all people need to have access to the liberal arts in order to have the knowledge and moral foundation that they need to think about what is a good life and a good society, and the skills necessary to help them work to achieve it here in our democracy. Today’s students need to know a lot about how the human and natural worlds work and they need not just knowledge but the capacity to evaluate — that is to determine the moral value of — different goals, ideas, and policies. This evaluation requires moving well beyond the economic calculus to questions of what is worth it and to understanding our cultural traditions. As Martha Nussbaum has put it, such an education is by definition not for profit.
There is also a second tradition that we have inherited from the ancient world, one more closely tied to Greece -- and Socrates and Plato -- than to the ideal of the Roman free citizen. In this framework, a liberal education is designed to help people seek truth, and to use truth to serve society. While distinct, it too is designed to develop human beings and citizens, not workers. Applied to a democratic society, it means that all citizens must be given opportunities to question their assumptions, to engage in inquiry to gain new insights about the nature of the world. Applied more broadly, such an approach to liberal education recognizes that the pursuit of knowledge develops our human capabilities and fosters our ability to engage with the world -- in work and in play -- with more depth. It too is not for profit.
Of course, in reality, the liberal arts are economically beneficial. They teach the high end “transferable skills” -- critical thinking, analytical ability, creativity, imagination, and the ability to learn new things -- that our economy needs, and without which we would not graduate students capable of innovation. That’s why China and other countries are now embracing the liberal arts even as we abandon them. The liberal arts are also the best preparation for advanced professional training in the “liberal professions” of law and medicine, as well as other fields, including business. Finally, since Thorstein Veblen, we have known that the liberal arts embody a certain kind of prestige that matters in a pecuniary culture. The liberal arts, therefore, may be the best bet for students to achieve long-term economic success.
All of these claims about the economic value of the liberal arts are probably true, but who cares? Not employers. In fact, Anthony Carnevale has concluded that the economic value of a college education depends highly on one’s major now that employers want graduates with specific technical skills (although this may in part reflect the different career goals of graduates with different majors rather than the inherent economic potential of the liberal arts). Certainly, many employers value their own liberal education and will continue to hire the graduates of our nation’s top liberal arts colleges and universities. But while employers no doubt want knowledgeable, thoughtful, critical, and creative employees, they do not want nor need these qualities in all their workers. Instead, increasingly, they want technicians.
Yet we continue to argue that the liberal arts should be defended for their economic value. Such defenses of the liberal arts may turn out to be their true downfall, because they leave us with no language to make clear what the liberal arts are worth. In fact, it means that we must evaluate the liberal arts by a criterion — their profitability — that not only is irrelevant to them but corrupts them, orienting them toward goals that are instrumental in nature and preventing them from serving their true humanistic and civic purposes. In fact, one recent essay has suggested that the liberal arts should be designed to foster entrepreneurs rather than human beings and citizens. If that is the goal of education, we don’t need the liberal arts at all. Instead, we can have everyone engage in entrepreneurial studies programs and abandon the study of chemistry, history, political science, anthropology, biology, or geology.
If our only god is money, we live in a sad society. A long time ago John Kenneth Galbraith pointed out in his book The Affluent Society that our narrow focus on marginal economic gains makes no sense in a society that is no longer facing scarcity. While we may not live in the kind of economic wonderland that marked Galbraith’s 1950s, we still live in an affluent society. While a vibrant economy is a public good, and while people need good-paying jobs, that is not all that we are about, and certainly not the heart of what collegiate education is about.
But how, then, to save the liberal arts if emphasizing their economic value debases them and may even prove to be a losing argument empirically? The answer is simple: remember the ancient ideal that the liberal arts serve human and civic purposes and are therefore designed for people with the leisure to study them. But, in a society committed to equality, we cannot permit only the elite to have access to the liberal arts. Instead we must democratize leisure by offering undergraduate college students the time and opportunity to study the liberal arts.
The way forward, then, is simple. Instead of seeing college as a private investment, we must consider it a public good. If we remember the generation that was educated after World War II, generous public support meant that they could afford -- economically -- to spend four years studying the subject that most interested or spoke to them, and then they took their education and did millions of things with it that helped us develop a richer society, not just in terms of wealth but in terms of knowledge, art, and citizenship. That generation could do so because they did not have to take on thousands of dollars in debt and to worry all the time about how to pay for it. They could do so because public support for their education -- meaning low tuition for students thanks to tax support for America’s colleges -- gave them the freedom -- the leisure -- to study.
The liberal arts are declining because today’s students do not have the leisure to study, much less to study hard. They are worried about their student debt and how to pay it off. They are working long hours at a job that should be spent engaged in study or conversation. They are told that they have to make their college degrees pay for themselves, and we have in turn robbed them of the freedom -- in the ancient sense -- that was the precondition for studying the liberal arts. Saving the liberal arts, then, requires restoring to students the freedom to engage in them.
Johann Neem is associate professor of history at Western Washington University.
Up to half of new graduates, by some estimates, are finding themselves jobless or underemployed. Why? As Andrew Sum, the director of the Center for Labor Market Studies at Northeastern University said, "Simply put, we’re failing kids coming out of college." Recent pieces in The Atlantic and The Weekly Standard (claiming that the proponents of the liberal arts have "lost the war" and the liberal arts has been "killed.") and elsewhere place much of the blame on liberal arts programs.
Let it be known, I was a student of the liberal arts (geography, Asian studies) at a liberal arts college (Clark University) and I founded and run a technology company in Silicon Valley. I wouldn’t have it any other way. I want our so-called "soft" studies (humanities, social sciences) to show some spine and create a response. The typical defense of the status quo involves spinning the value of a liberal arts education, pitching the curriculum as promoting the ability to problem-solve, learn to learn, and thrive in a knowledge economy. If the curriculum is teaching such skills as adapting to a knowledge economy, why can’t the professors that teach such great skills to thrive in a changing world employ them with some grace and poise? How can the liberal arts, itself, adapt to a changing world?
Simply put, we need to rethink what our students do to demonstrate their understanding. I’m not suggesting that we stop teaching literature and history and economics and psychology – or that students stop majoring in these fields. But we need to ask students to create, to experiment, to be bold and possibly fail with projects and deliverables relevant in today’s world. We’re too limited by Blue Book short essays and term papers -- in which success is easily measured and bell-curved. If we shift the way we ask students to demonstrate their knowledge within liberal arts fields, we can prepare students for employment by advancing the liberal arts.
We can achieve this revitalization by asking students to acquire and demonstrate 21st-century skills as the activities and assessments within the liberal arts curriculum. No longer can we assign formats that are isolated exercises; they need to be projects that communicate with and potentially affect the wider world. While peer-reviewed journal articles and regression analysis may be the way that professors communicate, the rest of the world has updated its formats. Academe, and in particular liberal arts programs, may be on the verge of being left behind.
What skills could we teach and measure in a new liberal arts?
Common ways to communicate now include snappy blog entries, reports, collateral material, diagrams, visualizations, illustrations, and infographics. Even scholarly think tanks that discuss the unemployability of undergraduates, such as the Georgetown Center on Education and the Workforce and the Institute for Higher Education Policy, publish white papers and reports with distinct efforts in graphic design to be distributed for free on the Internet. The Bain Report that famously said a third of all colleges are in poor financial health was released with an interactive website. The term paper should be a dying artifact, and I’m not sure that it is.
Let’s put it this way: as a businessman I wouldn’t pay anyone for a well-written literature review, but I would pay quite handsomely for a brochure that resonates with the audience I am trying to reach. I’d pay more for someone to code it up into a website. Presentations in the work world now model Steve Jobs’ keynotes and TED talks. The governing book on presentation style, Resonate, is filled with directions on communicating bold ideas with simple story structures. The last presentation I saw by an academic was mind-numbingly complex in research and statistical methods. You know what? Nobody paid attention to the research methods; they wanted to understand the key points they should take away, remember, and discuss with others. They were also confused as to why anyone should care in the first place. People walked away feeling like the academic may be thorough and erudite, but that they forgot to communicate in the process.
Liberal arts programs should start with a course on visual communication, and then develop these skills by requiring they be used and demonstrated across the curriculum. These skills include:
Illustration and animation
Oration, rhetoric and narrative
Sketching and drafting
Numeracy and Data Literacy
There are broad advantages to people who can hold their own with math, and this is no longer just about understanding the basics behind a calculator and being able to do accounting. We need to face facts: we teach mathematics as if we’re preparing bookkeepers for the pre-computer world, analysts for big banks, or math and physics professors. But there’s an explosion of jobs that need advanced numeracy and data literacy, with data storage, management, analysis, and visualization techniques all as fundamental skills.
This isn’t a back-room skill set anymore. The job of "data scientist" is being created everywhere simultaneously. If you think the only careers for mathematics are in finance and academe, you can just read about what Facebook expects people on its research team to know. It’s not just tech, either: The New York Times is increasingly using infographics that connect with readers so much someone made a page devoted to them. There is even a startup called visual.ly that’s entirely devoted to producing infographics at scale. If you’ve met anyone going into policy or business after having "thematic" undergraduate coursework, they’ll likely tell you their job encounters statistics and data in ways that make them wish they’d learned more statistics, spreadsheets, analytical software, and other tools that help generate meaning out of all this data.
The new liberal arts should start with and continually ask students to acquire and practice mathematics as a form of analysis and knowledge creation. The necessary skills include:
Data analysis (statistics) and experimentation
Data storage and management
Applied mathematics and mathematical literacy
Estonia just decided all of their first-graders are going to learn to code, and an article in Venture Beat claims that the country will as a result "win the Great Brain Race." The same article says our education system is described as "running on empty when it comes to tech literacy, leaving too many young adults unprepared to compete in a digitally driven economy." Matt Mullenweg, the founder of Wordpress, openly and repeatedly explains, "scripting is the new literacy." Yet, the degrees awarded in computer science dropped in the last decade, and the recent uptick isn’t happening fast enough.
Alternately, we don’t necessarily need more graduates with arcane knowledge of computer science; we need all graduates to be familiar enough with code to use the computer, the Internet, and mobile devices as tools. Academe and the American public need to quit viewing computer science as a geeky back-room endeavor. It has little to do with science, or even computers. Coding is about manipulating information to create meaning, which is likely how you would define writing. After all, there’s a reason they call it a computer "language." Students should understand how to develop these applications on the Web, on mobile devices, and even native to the operating system.
A Call to Action
If you agree with Brian Mitchell from the Edvance Foundation, that "the value of a liberal arts degree ... must be that it is as vital, dynamic, and complex as the civilization that values it," then one must agree that the liberal arts must ask students to engage in work and produce end products that our newly digitized civilization values. And the liberal arts must be as dynamic and vital as its academic proponents claims it to be. I believe it is.
Many liberal arts colleges require a foreign language – not because they believe their history majors will land jobs in France or Mexico, and not because they are being trained as translators, but because they believe the skills learned in a new
language create global citizens who are open to and comfortable with interacting in a multicultural, multilinqual world. It’s the same with the above skills. They need to be understood not as a way to turn philosophy majors into geeks, but into telling the world that a philosophy major can be open to and comfortable with, daresay even take advantage of and thrive in a technologically changing world.
Students who graduate with a degree in liberal arts should understand the basic canon of our civilization as well as their place in the world, sure, but they also need to understand how to explore and communicate their ideas through visual communication, data manipulation, and even making a website or native mobile app. If they can’t, they’ll just understand the global context of their own unemployment.
Michael Staton is founder and chief evangelist of Inigral, Inc. Follow him on Twitter @mpstaton
As a group of women readies to open a sorority to Swarthmore for the first time in 80 years, some students are calling for a schoolwide referendum, arguing that a sorority violates the college's Quaker values and emphasis on learning.
Today’s economic environment, with its stubbornly high level of unemployment, is pressuring liberal arts institutions to justify the "value proposition" offered by our undergraduate programs. This was one of the concerns that brought leaders together at Wake Forest University for a conference in April, focusing on careers and the liberal arts in the 21st century. In particular, we are being asked to explain how a liberal arts degree advances employment prospects at a challenging time that many believe favors immediately applicable, career-ready skills.
Along with my peers at other liberal arts colleges, I regularly articulate the value of a liberal arts education: providing interdisciplinary opportunities for analytical, problem-solving and adaptive learning that produce graduates who think creatively, innovatively and expansively; express themselves persuasively; and operate ethically as citizens committed to making a difference in a constantly transforming world.
Candidly, many people feel this rationale sounds more philosophical than practical. With more than a decade of experience in the field of career development, I could cite countless examples of liberal arts graduates who embody these skills and whose professional successes would quickly silence the prevailing rhetoric about the practicality of the liberal arts. But rather than cherry-pick stories from the hundreds of students I’ve advised, an analysis of the educational credentials of leaders in the business, nonprofit, and government sectors of our economy may help to stem the notion that a degree in the liberal arts is impractical.
According to the Carnegie Foundation for the Advancement of Teaching’s classification system, there are 270 U.S. baccalaureate colleges that offer arts and sciences programs -- the designation that most closely aligns with the mission of liberal arts colleges and includes Grinnell and our peer institutions. These schools represent a subset of the 4,634 U.S. higher education institutions in the Carnegie database, and just 2.2 percent of students enrolled in U.S. undergraduate programs attend these colleges.
Consistent with these statistics, one might extrapolate that societal leaders would reflect a similar distribution with 2.2 percent holding degrees from baccalaureate institutions offering arts and sciences programs. However, after analyzing data from three distinct sources, a striking difference revealed itself – one that demonstrates a strong correlation between a liberal arts education and career leadership positions in the business, nonprofit and government sectors.
In researching the undergraduate institutions of leaders in these three broad fields, the Grinnell College communications team and I consulted three data sets: for businesses, the CEOs of Fortune 500 companies; for nonprofit organizations, leaders from The Chronicle of Philanthropy’s Philanthropy 400; and, for government, the 100 U.S. senators. In each case, the undergraduate institutions these leaders attended were coded in accordance with the Carnegie classification system.
Overall, 11.33 percent of the leaders across the above three sectors graduated from baccalaureate colleges that offer arts and sciences programs. That’s more than five times the expected 2.2 percent incidence of enrollment in baccalaureate arts and sciences colleges based on Carnegie’s classification. Looking at each sector individually, 11.75 percent of Philanthropy 400 leaders, 12 percent of U.S. Senators and 10.87 percent of Fortune 500 CEOs received their undergraduate education at baccalaureate arts and sciences colleges, i.e., liberal arts institutions.
These findings suggest that a liberal arts education may be a significant contributor to the career success of leaders in the business, government and nonprofit sectors. Today, perhaps more than ever, our nation’s leaders need to be able to strategically think and plan, deftly interpret changing global conditions, effectively marshal expansive resources and collaboratively guide teams of diverse people. Students at liberal arts colleges are challenged and supported to cultivate these skills throughout their coursework and co-curricular activities and then apply them during undergraduate research projects, volunteer experiences, and internships.
In today’s job market, many people are urging liberal arts colleges to refocus our academic efforts on career preparation. While those of us who lead career development programs at liberal arts institutions are very serious in our commitment to cultivating a dynamic learning community that allows students to grow and develop in remarkable ways, we also know that the educational experiences we offer are especially effective in fostering the enduring, broadly applicable skills needed for the workplace of tomorrow. In fact, the data presented here clearly illustrate that liberal arts graduates will not only be well-positioned for career success, but that many of them will be poised to become our nation’s next leaders.
Mark Peltz is associate dean and director of career development at Grinnell College.