Liberal Arts Education Quotes

And I submit that this is what the real, no-shit value of your liberal arts education is supposed to be about: How to keep from going through your comfortable, prosperous, respectable adult life dead, unconscious, a slave to your head and to your natural default setting of being uniquely, completely, imperially alone, day in and day out.

Why not spend that time on art: painting, sculpting, charcoal, pastel, oils? Are words or numbers more important than images? Who decides this? Does algebra move you to tears? Can plural possessives express the feelings in your heart? If you don't learn art now, you will never learn to breathe!

I read, I wrote, I learned, and I fucked—it was a classic liberal arts education.

In a properly automated and educated world, then, machines may prove to be the true humanizing influence. It may be that machines will do the work that makes life possible and that human beings will do all the other things that make life pleasant and worthwhile

The value of an education in a liberal arts college is not the learning of many facts, but the training of the mind to think something that cannot be learned from textbooks.

Contrary to what some folks would have us believe, it is not tragic, even if undesirable, for a person to leave a liberal arts education not having read major works from this canon. Their lives are not ending. And the exciting dimension of knowledge is that we can learn a work without formally studying it. If a student graduates without reading Shakespeare and then reads or studies this work later, it does not delegitimize whatever formal course of study that was completed.

So we might say that the most important thing one can acquire in college is a well-functioning bullshit meter.

Slowly, even though I thought it would never happen, New York lost its charm for me. I remember arriving in the city for the first time, passing with my parents through the First World's Club bouncers at Immigration, getting into a massive cab that didn't have a moment to waste, and falling in love as soon as we shot onto the bridge and I saw Manhattan rise up through the looks of parental terror reflected in the window. I lost my virginity in New York, twice (the second one wanted to believe he was the first so badly). I had my mind blown open by the combination of a liberal arts education and a drug-popping international crowd. I became tough. I had fun. I learned so much. But now New York was starting to feel empty, a great party that had gone on too long and was showing no sign of ending soon. I had a headache, and I was tired. I'd danced enough. I wanted a quiet conversation with someone who knew what load-shedding was.

A liberal arts education teaches you how to think—I read that somewhere. The hard facts you learn are secondary to that. The big thing you take away from school with you is how to induct and deduct in a constructive way.

The popular contemporary wisdom that a liberal arts education is outmoded is true only to the extent that social equality, liberty, and worldly development of mind and character are outmoded and have been displaced by another set of metrics: income streams, profitability, technological innovation.

Max sent Scottie some literary advice, the same dictum he gave every college student who called on him. He stressed the importance of a liberal arts education but urged her to avoid all courses in writing. "Everyone has to find her own way of writing," he wrote Scottie, "and the source of finding it is largely out of literature.

They were and are children of privilege... the privilege taught, learned, and imbibed, in a "liberal arts education" is the privilege to indict. These children have, in the main, never worked, learned to obey, command, construct, amend, or complete - to actually contribute to the society. They have learned to be shrill, and that their indictment, on the economy, on sex, on race, on the environment, though based on no experience other than hearsay, must trump any discourse, let alone opposition. It occurred to me that I had seen this behavior elsewhere, where it was called developmental difficulty.

The liberal arts are the arts of communication and thinking. ‘They are the arts indispensable to further learning, for they are the arts of reading, writing, speaking, listening, figuring,

I was sitting with the rest of my college graduating class listening to the commencement speaker prepare us for life after graduation, and he had a lot of ground to cover because my liberal arts education had skirted the issue for 4 years. I was just waiting for them to call my name so I could go up, collect my diploma, fold it into a paper hat, and start flipping burgers at McDonalds.

Education in the ingenious arts and in the liberal professions is still more tedious and expensive. The pecuniary recompense, therefore, of painters and sculptors, of lawyers and physicians, ought to be much more liberal; and it is so accordingly.

There was always a dim chance that the job could lead to employment on a real magazine, which might be fun; besides, college had taught her that the purpose of a liberal-arts education was not to train but to free the mind. It didn't matter what you did for a living; the important thing was the kind of person you were.

Probably the most dangerous thing about an academic education, at least in my own case, is that it enables my tendency to over-intellectualize stuff, to get lost in abstract thinking instead of simply paying attention to what's going on in front of me. Instead of paying attention to what's going on inside of me. As I'm sure you guys know by now, it is extremely difficult to stay alert and attentive instead of getting hypnotized by the constant monologue inside your head. What you don't yet know are the stakes of this struggle. In the twenty years since my own graduation, I have come gradually to understand these stakes, and to see that the liberal arts cliche about "teaching you how to think" was actually shorthand for a very deep and important truth. "Learning how to think" really means learning how to exercise some control over how and what you think.

He stressed the importance of a liberal arts education but urged her to avoid all courses in writing. “Everyone has to find her own way of writing,” he wrote Scottie, “and the source of finding it is largely out of literature.” Scottie

When we introduce new technologies into our classrooms we are teaching our students twice.

He knew more of my intended career than I knew myself. I should be well enough educated for my destiny if I could "hold my own" with average young man in prosperous circumstances.

The assault on education began more than a century ago by industrialists and capitalists such as Andrew Carnegie. In 1891, Carnegie congratulated the graduates of the Pierce College of Business for being “fully occupied in obtaining a knowledge of shorthand and typewriting” rather than wasting time “upon dead languages.” The industrialist Richard Teller Crane was even more pointed in his 1911 dismissal of what humanists call the “life of the mind.” No one who has “a taste for literature has a right to be happy” because “the only men entitled to happiness… is those who are useful.” The arrival of industrialists on university boards of trustees began as early as the 1870s and the University of Pennsylvania’s Wharton School of Business offered the first academic credential in business administration in 1881. The capitalists, from the start, complained that universities were unprofitable. These early twentieth century capitalists, like heads of investment houses and hedge-fund managers, were, as Donoghue writes “motivated by an ethically based anti-intellectualism that transcended interest in the financial bottom line. Their distrust of the ideal of intellectual inquiry for its own sake, led them to insist that if universities were to be preserved at all, they must operate on a different set of principles from those governing the liberal arts.

It could be said that a liberal education has the nature of a bequest, in that it looks upon the student as the potential heir of a cultural birthright, whereas a practical education has the nature of a commodity to be exchanged for position, status, wealth, etc., in the future. A liberal education rests on the assumption that nature and human nature do not change very much or very fast and that one therefore needs to understand the past. The practical educators assume that human society itself is the only significant context, that change is therefore fundamental, constant, and necessary, that the future will be wholly unlike the past, that the past is outmoded, irrelevant, and an encumbrance upon the future -- the present being only a time for dividing past from future, for getting ready. But these definitions, based on division and opposition, are too simple. It is easy, accepting the viewpoint of either side, to find fault with the other. But the wrong is on neither side; it is in their division... Without the balance of historic value, practical education gives us that most absurd of standards: "relevance," based upon the suppositional needs of a theoretical future. But liberal education, divorced from practicality, gives something no less absurd: the specialist professor of one or another of the liberal arts, the custodian of an inheritance he has learned much about, but nothing from.

He didn't understand that it's all connected, that one subject leads to another and forms a kind of chain that rises its head and nods like cobra when you're sucking on a bong after three days of no sleep. On acid, it's even wilder and appears to eat things. But not having gone to college, my dad had no concept of a well-rounded liberal arts education.

Emollit mores nec sinit esse feros. A faithful study of the liberal arts humanizes character and permits it not to be cruel.

Practical utility, however, is not the ultimate purpose of a liberal arts education. Its ultimate purpose is to help you learn to reflect in the widest and deepest sense, beyond the requirements of work and career: for the sake of citizenship, for the sake of living well with others, above all, for the sake of building a self that is strong and creative and free.

this is what the real, no-shit value of your liberal arts education is supposed to be about: How to keep from going through your comfortable, prosperous, respectable adult life dead, unconscious, a slave to your head and to your natural default setting of being uniquely, completely, imperially alone, day in and day out. That may sound like hyperbole, or abstract nonsense.

To be free—liberal—was an art, something learned not by nature or instinct but by refinement and education. And the soul of the liberal arts was the humanities, education in how to be a human being.

A school superintendent once told me that most educators define "a Christian teacher" as strictly in terms of personal behavior: things like setting a good example and showing concern for the students. Almost none define it in terms of conveying a biblical worldview on the subjects they teach, whether literature, science, social studies, or the arts. In other words, they are concerned about being a Christian *in* their work, but they don't think in terms of having a biblical framework *on* the work itself.

Policy makers and politicians want more STEM; educators want more STEAM. Both, in ways that are eerily similar, are engaging in social engineering to support an ideology. At the macro-level, in both worlds, it’s all about teaching a point of view, rather than teaching students to learn. We seem hell bent on an arbitrarily linear approach to engineering a “useful” or job-securing education, from which we continue to get mixed results.

Here were the luxury and priviledge of the well-fed man scoffing at all hopes and progress for the rest. [He] owed nothing to a world that nurtured him kindly, liberally educated him for free, sent him to no wars, brought him to manhood without scary rituals or famine or fear of vengeful gods, embraced him with a handsome pension in his twenties and placed no limits on his freedom of expression. This was an easy nihilism that never doubted that all we had made was rotten, never thought to pose alternatives, never derived hope from friendship, love, free markets, industry, technology, trade, and all the arts and sciences.

Though, even if there were no such great advantage to be reaped from it, and if it were only pleasure that is sought from these studies, still I imagine you would consider it a most reasonable and liberal employment of the mind: for other occupations are not suited to every time, nor to every age or place; but these studies are the food of youth, the delight of old age; the ornament of prosperity, the refuge and comfort of adversity; a delight at home, and no hindrance abroad; they are companions by night, and in travel, and in the country.

In the best and highest sense, a Liberal Arts education means a liberation from something and toward something. It is liberation or freedom from the kind of training that restricts one to being bound to a narrow trade or skill and a limited reference of all that is good, true, and beautiful beyond a small moment.

The vice of “verbalism” can be defined as the bad habit of using words without regard for the thoughts they should convey and without awareness of the experiences to which they should refer. It is playing with words. As the two tests we have suggested indicate, “verbalism” is the besetting sin of those who fail to read analytically. Such readers never get beyond the words. They possess what they read as a verbal memory that they can recite emptily. One of the charges made by certain modern educators against the liberal arts is that they tend to verbalism, but just the opposite seems to be the case. The failure in reading—the omnipresent verbalism—of those who have not been trained in the arts of grammar and logic shows how lack of such discipline results in slavery to words rather than mastery of them.

A liberal education is not so much about learning to do a job as it is about learning to learn, and to love learning.

Mathematics is the language of science-- but it is also the hidden structure behind art… and its basis is the invisible Logos of God.

educated in the ‘liberal arts’ (literally ‘the intellectual pursuits suited to the free’)

Christian bashing” is increasingly popular. It has become a favorite pastime among journalists in the liberal media and among liberals in education, the arts, and politics. Bigotry is back in style, and the politically correct form of it is to assault Christians. Often it is those who preach “tolerance,” “nonjudgmentalism,” and “intellectualism” who are most intolerant.

The really significant education in thinking that we're supposed to get at a [liberal arts college] isn't really about the capacity to think but, rather, the choice of what to think about

Whereas Taft discouraged the young Yale student from extracurricular reading, fearful it would detract from required courses, Roosevelt read widely yet managed to stand near the top of his class. The breath of his numerous interests allowed him to draw on knowledge across various disciplines, from zoology in philosophy and religion, from poetry and drama to history and politics.

To stop the drug traffic is not the best way to prevent people from using drugs. The best way is to practice the Fifth Precept and to help others practice. Consuming mindfully is the intelligent way to stop ingesting toxins into our consciousness and prevent the malaise from becoming overwhelming. Learning the art of touching and ingesting refreshing, nourishing, and healing elements is the way to restore our balance and transform the pain and loneliness that are already in us. To do this, we have to practice together. The practice of mindful consuming should become a national policy. It should be considered true peace education... Those who are destroying themselves, their families, and their society by intoxicating themselves are not doing it intentionally. Their pain and loneliness are overwhelming, and they want to escape. They need to be helped, not punished. Only understanding and compassion on a collective level can liberate us (78-79).

[R]esitance is by nature reactive; it is not forward-looking. And anti-Trumpism is not a politics. My worry is that liberals will get so caught up in countering his every move, essentially playing his game, that they will fail to seize -- or even recognize -- the opportunity he has given them. Now that he has destroyed conventional Republicanism and what was left of principled conservatism, the playing field is empty. For the first time in living memory, we liberals have no ideological adversary worthy of the name. So it is crucial that we look beyond Trump. The only adversary left is ourselves. And we have mastered the art of self-sabotage. At a time when we liberals need to speak in a way that convinces people from very different walks of life, in every part of the country, that they share a common destiny and need to stand together, our rhetoric encourages self-righteous narcissism. At a moment when political consciousness and strategizing need to be developed, we are expending our energies on symbolic drama over identity. At a time when it is crucial to direct our efforts into seizing institutional power by winning elections, we dissipate them in expressive movements indifferent to the effects they may have on the voting public. In an age when we need to educate young people to think of themselves as citizens with duties toward each other, we encourage them instead to descend into the rabbit hole of the self. The frustrating truth is that we have no political vision to offer the nation, and we are thinking and speaking and acting in ways guaranteed to prevent one from emerging.

Personal authenticity, in the classical understanding of liberal-arts education, consists in self-mastery—in placing reason in control of desire. According to the classic liberal-arts ideal, learning promises liberation, but it is not liberation from demanding moral ideals and social norms, or liberation to act on our desires—it is, rather, liberation from slavery to those desires, from slavery to self.

Some might wonder that the two men should consider themselves to be old friends having only known each other for four years; but the tenure of friendships has never been governed by the passage of time. These two would have felt like old friends had they met just hours before. To some degree, this was because they were kindred spirits—finding ample evidence of common ground and cause for laughter in the midst of effortless conversation; but it was also almost certainly a matter of upbringing. Raised in grand homes in cosmopolitan cities, educated in the liberal arts, graced with idle hours, and exposed to the finest things, though the Count and the American had been born ten years and four thousand miles apart, they had more in common with each other than they had with the majority of their own countrymen.

Privately, Gordon Tullock and Jim Buchanan discussed the social control function of denying a liberal arts education to young people from lower-income families who had not saved to pay for it. “We may be producing a positively dangerous class situation,” Tullock said, by educating so many working-class youth who would probably not make it into management but might make trouble, having had their sights raised.

Give me a plumber who reads Virgil, a carpenter who plays pipe organ, and a pastor who recognises a strong trochaic foot. Give me a world full of thinking men and women educated in the liberal arts who confess Christ in their vocations, debate the sanctity of life in the public square, and discuss Tocqueville over dinner. Give me a neighborhood full of graduates from Luther Classical College, and I will look forward to tomorrow.

1. Women do not have as great a need for poetry because their own essence is poetry. 2. Every uneducated person is a caricature of himself. 3. Versatility of education can be found in our best poetry, but the depth of mankind should be found in the philosopher. 4. If you want to see mankind fully, look at a family. Within the family minds become organically one, and for this reason the family is total poetry. 5. Considered subjectively, philosophy always begins in the middle, like an epic poem. 6. Duty is for Kant the One and All. Out of the duty of gratitude, he claims, one has to defend and esteem the ancients; and only out of duty has he become a great man. 7. Nothing truly convincing - which would possess thoroughness, vigor, and skill - has been written against the ancients as yet; especially not against their poetry. 8. The genuine priest always feels something higher than compassion. 9. Man is a creative retrospection of nature upon itself. In the world of language, or in other words in the world of art and liberal education, religion necessarily appears as mythology or as Bible.

At least part of Pakistan’s quality of education problem stems from its ideological orientation. The goal of education in Pakistan is not to enable critical thinking but to produce skilled professionals capable of applying transferred information instead of being able to think for themselves. To produce soldiers, engineers and doctors indoctrinated with a specifically defined Islamic ideology, the country has ignored liberal arts and social sciences.

Fortunately, our colleges and universities are fully cognizant of the problems I have been delineating and take concerted action to address them. Curricula are designed to give coherence to the educational experience and to challenge students to develop a strong degree of moral awareness. Professors, deeply involved with the enterprise of undergraduate instruction, are committed to their students' intellectual growth and insist on maintaining the highest standards of academic rigor. Career services keep themselves informed about the broad range of postgraduate options and make a point of steering students away from conventional choices. A policy of noncooperation with U.S. News has taken hold, depriving the magazine of the data requisite to calculate its rankings. Rather than squandering money on luxurious amenities and exorbitant administrative salaries, schools have rededicated themselves to their core missions of teaching and the liberal arts. I'm kidding, of course.

Imagine this: A world where the quality of your life is not determined by how much money you have. You do not have to sell your labour to survive. Labour is not tied to capitalism, profit or wage. Borders do not exist; we are free to move without consequence. The nuclear family does not exist; children are raised collectively; reproduction takes on new meanings. In this world, the way we carry out dull domestic labour is transformed and nobody is forced to rely on their partner economically to survive. The principles of transformative justice are used to rectify harm. Critical and comprehensive sex education exists for all from an early age. We are liberated from the gender binary’s strangling grip and the demands it places on our bodies. Sex work does not exist because work does not exist. Education and transport are free, from cradle to grave. We are forced to reckon with and rectify histories of imperialism, colonial exploitation, and warfare collectively. We have freedom to, not just freedom from. Specialist mental health services and community care are integral to our societies. There is no “state” as we know it; nobody dies in “suspicious circumstances” at its hands; no person has to navigate sexism, racism, ableism or homophobia to survive. Detention centres do not exist. Prisons do not exist, nor do the police. The military and their weapons are disbanded across nations. Resources are reorganised to adequately address climate catastrophe. No person is without a home or loving community. We love one another, without possession or exploitation or extraction. We all have enough to eat well due to redistribution of wealth and resource. We all have the means and the environment to make art, if we so wish. All cultural gatekeepers are destroyed. Now imagine this vision not as utopian, but as something well within our reach.

Liberal learning is that which underlies, that which gives purpose and direction to practical skills. It tries to distinguish between the more and the less important, between the grand and the trivial, and to concern itself rather with the center than with the periphery.

The whole people must take upon themselves the education of the whole people, and must be willing to bear the expense of it," [John] Adams wrote. "There should not be a district of one mile square, without a school in it, not founded by a charitable individual, but maintained at the public expense of the people themselves." Jefferson's fear was that without such a system of public education, the country would end up being ruled by a privileged elite that would recycle itself through a network of private institutions that entrenched their advantage.

Plenty of information leads to scarcity of attention. When people are overwhelmed with the volume of information confronting them, it is hard to know what to focus on. Attention rather than information becomes the scarce resource and those who can distinguish valuable information from background clutter gain power.

For a while I considered dropping out of Barnard to help. It felt unbearably selfish, just downright wrong, to be indulging myself with an education in the liberal arts at a fancy private college while Mom and Dad were on the streets. But Lori convinced me that dropping out was a lamebrained idea. It wouldn’t do any good,

A task and also an art or a science must be deemed vulgar if it renders the body or soul or mind of free men useless for the employments and actions of virtue. Hence we entitle vulgar all such arts as deteriorate the condition of the body, and also the industries that earn wages; for they make the mind preoccupied and degraded.

What’s so poignant about this mismatch is that a winning campus-to-career alliance is within reach—if only the combatants could talk about their values, needs, and achievements in a shared language that makes sense to one another. Instead, scholars, students, and employers are at odds because of an agonizing translation problem.

Classical education was based on the seven liberal arts or sciences: grammar, the formal structures of language; rhetoric, composition and presentation of argument; dialectic, formal logic; arithmetic; geometry; music; astronomy.14 For centuries, the classics dominated the very idea of being educated and attempts at reform were resisted.

It is liberal politics that believes the voter knows best. Liberal art holds that beauty is in the eye of the beholder. Liberal economics maintains that the customer is always right. Liberal ethics advises us that if it feels good, we should go ahead and do it. Liberal education teaches us to think for ourselves, because we will find all the answers within.

The New Negro anthology by Locke in 1925, the Harlem Renaissance was officially launched for the white educated elite to see. Negro writers would liberate the race, at long last, from the demons of Redemption through art and culture, as Victoria Matthews had suggested some thirty years before. There was only one small problem with this: No people, in all of human history, has ever been liberated by the creation of art. None.

There are very few SJWs who would be willing to give up indoor plumbing or their iPhones for their ideals. The fact that they cannot see the contradiction now does not mean they will always be unable to do so, particularly given the way in which their corrupted institutions are falling into rapid decline, one after the other, and being replaced by radical new institutions. The public schools can no longer educate, so people are turning to homeschooling. The universities can no longer provide liberal arts educations, so people are becoming technology-assisted autodidacts. The banks no longer loan, the state and local governments no longer provide basic public services, the military does not defend the borders, the newspapers no longer provide news, the television networks no longer entertain, and the corporations are increasingly unable to provide employment.

There needs to be a revolution in education. We must encourage schools to train our students in the art of living in peace and harmony. It isn’t easy to learn to read, write, or solve math problems, but children manage to do it. Learning how to breathe, smile, and transform anger can also be difficult, but I have seen many young people succeed. If we teach children properly, by the time they are around twelve, they will know how to live harmoniously with others.

How decisive for the Christian educator, or for any educator of good will, is the revelation that man is made in the image and likeness of the three-Personed God? That is like asking what difference it will make to us if we keep in mind that a human being is made not for the processing of data, but for wisdom; not for the utilitarian satisfaction of appetite, but for love; not for the domination of nature, but for participation in it; not for the autonomy of an isolated self, but for communion.

A liberal arts education teaches you how to think – I read that somewhere. The hard facts you learn are secondary to that. The big thing you take away from school with you is how to induct and deduct in a constructive way.’ ‘That’s good,’ Harold said. ‘I like that.’ Now his hand did drop on Fran’s shoulder. She didn’t shrug it away, but she was unhappily conscious of its presence. ‘But it isn’t good,’ Peri said fiercely, and in his surprise, Harold took his hand off Fran’s shoulder. She felt lighter immediately. ‘No?’ he asked, rather timidly. ‘He’s dying!’ Peri said, not loudly but in an angry, helpless way. ‘He’s dying because we’ve all been spending our time learning how to bullshit each other in dorms and the living rooms of cheap apartments in college towns. Oh, I could tell you about the Midi Indians of New Guinea, and Harold could explain the literary technique of the later English poets, but what good does any of that do my Mark?’ ‘If we had somebody from med school –’ Fran began tentatively.

For a while I considered dropping out of Barnard to help. It felt unbearably selfish, just downright wrong, to be indulging myself with an education in the liberal arts at a fancy private college while Mom and Dad were on the streets. But Lori convinced me that dropping out was a lamebrained idea. It wouldn’t do any good, she said, and besides, dropping out would break Dad’s heart. He was immensely proud that he had a daughter in college, and an Ivy League college at that. Every time he met someone new, he managed to work it into the first few minutes of conversation. Mom and Dad, Brian pointed out, had options. They could move back to West Virginia or Phoenix. Mom could work. And she was not destitute. She had her collection of antique Indian jewelry, which she kept in a self-storage locker. There was the two-carat diamond ring that Brian and I had found under the rotten lumber back in Welch; she wore it even when sleeping on the street. She still owned property in Phoenix. And she had the land in Texas, the source of her oil-lease royalties.

The impotence of liberal humanism is a symptom of its essentially contradictory relationship to modern capitalism. For although it forms part of the ‘official’ ideology of such society, and the ‘humanities’ exist to reproduce it, the social order within which it exists has in one sense very little time for it at all. Who is concerned with the uniqueness of the individual, the imperishable truths of the human condition or the sensuous textures of lived experience in the Foreign Office or the boardroom of Standard Oil? Capitalism’s reverential hat-tipping to the arts is obvious hypocrisy, except when it can hang them on its walls as a sound investment. Yet capitalist states have continued to direct funds into higher education humanities departments, and though such departments are usually the first in line for savage cutting when capitalism enters on one of its periodic crises, it is doubtful that it is only hypocrisy, a fear of appearing in its true philistine colours, which compels this grudging support. The truth is that liberal humanism is at once largely ineffectual, and the best ideology of the ‘human’ that present bourgeois society can muster. The ‘unique individual’ is indeed important when it comes to defending the business entrepreneur’s right to make profit while throwing men and women out of work; the individual must at all costs have the ‘right to choose’, provided this means the right to buy one’s child an expensive private education while other children are deprived of their school meals, rather than the rights of women to decide whether to have children in the first place.

Paul was not a white, suburban, middle-class, liberal arts teacher, educated in the 1960s, and neither does every reference to Jesus as Kurios (“Lord”) automatically demand the antiphon, “and Caesar is not.” 45 Yet there can be no denying the theopolitical dimension to Paul’s theology and the counter-imperial implications of much of his thought. 46 If, as tradition tells us, Paul was executed in Rome, it was not because he practiced some kind of interiorized spirituality to the effect that “Jesus is Lord of my heart,” but something of his message and conduct brought him to the attention of the imperial authorities and warranted capital punishment in their eyes.

The feminist rejection of the low view of women that Christianity had imposed upon so many nations had an important consequence for another of the key issues of the women's rights campaign: the demands for education. The ignorance of women had been bound in with Christian dogma - Eve's sin consisted of reaching out for the tree of knowledge, so her punishment was to be forever deprived of it. Unchallenged for centuries, this attitude produced generations of women doomed to be brought up in mental darkness and then condemned as stupid: "We are educated to the grossest ignorance, and no art omitted to stifle our natural reason," complained Lady Mary Wortley Montagu bitterly in the eighteenth century.

It’s easy to raise graduation rates, for example, by lowering standards. Many students struggle with math and science prerequisites and foreign languages. Water down those requirements, and more students will graduate. But if one goal of our educational system is to produce more scientists and technologists for a global economy, how smart is that? It would also be a cinch to pump up the income numbers for graduates. All colleges would have to do is shrink their liberal arts programs, and get rid of education departments and social work departments while they’re at it, since teachers and social workers make less money than engineers, chemists, and computer scientists. But they’re no less valuable to society.

The boy, called Urbain, is now fourteen years old and wonderfully clever. He deserves to be given the best of educations, and in the neighborhood of Saintes the best education available is to be had at the Jesuit College of Bordeaux. This celebrated seat of learning comprised a high school for boys, a liberal arts college, a seminary, and a School of Advanced Studies for ordained postgraduates. Here the precociously brilliant Urbain Grandier spent more than ten years, first as schoolboy, and later as undergraduate, theological student and, after his ordination in 1615, as Jesuit novice. Not that he intended to enter the Company; for he felt no vocation to subject himself to so rigid a discipline. No, his career was to be made, not in a religious order, but as a secular priest.

Society is a conspiracy to keep itself from the truth. We pass our lives submerged in propaganda: advertising messages; political rhetoric; the journalistic affirmation of the status quo; the platitudes of popular culture; the axioms of party, sect, and class; the bromides we exchange every day on Facebook; the comforting lies our parents tell us and the sociable ones our friends do; the steady stream of falsehoods that we each tell ourselves all the time, to stave off the threat of self-knowledge. Plato called this doxa, opinion, and it is as powerful a force among progressives as among conservatives, in Massachusetts as in Mississippi, for atheists as for fundamentalists. The first purpose of a real education (a "liberal arts" education) is to liberate us from doxa by teaching us to recognize it, to question it, and to think our way around it.

January 25th THE ONLY PRIZE “What’s left to be prized? This, I think—to limit our action or inaction to only what’s in keeping with the needs of our own preparation . . . it’s what the exertions of education and teaching are all about—here is the thing to be prized! If you hold this firmly, you’ll stop trying to get yourself all the other things. . . . If you don’t, you won’t be free, self-sufficient, or liberated from passion, but necessarily full of envy, jealousy, and suspicion for any who have the power to take them, and you’ll plot against those who do have what you prize. . . . But by having some self-respect for your own mind and prizing it, you will please yourself and be in better harmony with your fellow human beings, and more in tune with the gods—praising everything they have set in order and allotted you.” —MARCUS AURELIUS, MEDITATIONS, 6.16.2b–4a

They serve to organize faction, to give it an artificial and extraordinary force—to put in the place of the delegated will of the nation, the will of a party;—often a small but artful and enterprising minority of the community;—and, according to the alternate triumphs of different parties, to make the public administration the mirror of the ill-concerted and incongruous projects of faction, rather than the organ of consistent and wholesome plans digested by common councils, and modified by mutual interests.—However combinations or associations of the above descriptions may now and then answer popular ends, they are likely, in the course of time and things, to become potent engines, by which cunning, ambitious, and unprincipled men will be enabled to subvert the Power of the People, and to usurp for themselves the reins of Government; destroying afterwards the very engines, which have lifted them to unjust dominion.—

To know how to say no to modern excitement was also the condition for the autonomous construction of one’s own personality. He that ‘does not want to be part of the masses’ and did not want to be ‘factory goods’ was to pay great heed. Certainly, to ‘“give style” to one’s character is a great and rare art’, which required an effort of self-discipline from which ‘the weak characters with no power over themselves’ flinched back. And here Nietzsche appealed to the youth: ‘Always continue to become what you are—educator and moulder of yourself’. To achieve this result, it was necessary never to lose sight of the ‘true liberation of life’, and to swim against the stream rather than chase blindly and recklessly after the ruling ideologies and myths of an age ruled not ‘by living human beings, but instead by publicly opining pseudo-human beings’. No doubt this appeal was part of a reactionary critique of modernity, but that in no way detracted from the charm of this lesson in living and this appeal for autonomy of judgement.

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Humanism split into three main branches. The orthodox branch holds that each human being is a unique individual possessing a distinctive inner voice and a never-to-be-repeated string of experiences. Every human being is a singular ray of light, which illuminates the world from a different perspective, and which adds colour, depth and meaning to the universe. Hence we ought to give as much freedom as possible to every individual to experience the world, follow his or her inner voice and express his or her inner truth. Whether in politics, economics or art, individual free will should have far more weight than state interests or religious doctrines. The more liberty individuals enjoy, the more beautiful, rich and meaningful is the world. Due to this emphasis on liberty, the orthodox branch of humanism is known as ‘liberal humanism’ or simply as ‘liberalism’. It is liberal politics that believes the voter knows best. Liberal art holds that beauty is in the eye of the beholder. Liberal economics maintains that the customer is always right. Liberal ethics advises us that if it feels good, we should go ahead and do it. Liberal education teaches us to think for ourselves, because we will find all the answers within us.

These two would have felt like old friends had they met just hours before. To some degree, this was because they were kindred spirits—finding ample evidence of common ground and cause for laughter in the midst of effortless conversation; but it was also almost certainly a matter of upbringing. Raised in grand homes in cosmopolitan cities, educated in the liberal arts, graced with idle hours, and exposed to the finest things, though the Count and the American had been born ten years and four thousand miles apart, they had more in common with each other than they had with the majority of their own countrymen. This, of course, is why the grand hotels of the world’s capitals all look alike. The Plaza in New York, the Ritz in Paris, Claridge’s in London, the Metropol in Moscow—built within fifteen years of each other, they too were kindred spirits, the first hotels in their cities with central heating, with hot water and telephones in the rooms, with international newspapers in the lobbies, international cuisine in the restaurants, and American bars off the lobby. These hotels were built for the likes of Richard Vanderwhile and Alexander Rostov, so that when they traveled to a foreign city, they would find themselves very much at home and in the company of kin.

✓Art changes all the time, but it never "improves." It may go down, or up, but it never improves as technology and medicine improve. ✓Is it strange, then, that in a literature so concerned with realism and with personal liberation this refusal and impoverishment of the life of the spirit have always nourished the screamers, the eccentrics, the pseudo-Whitmans, the calculating terrorists? ✓History has become more important than ever because of the to unprecedented ability of the historical sciences to take in man's life on earth as a whole. ✓I had to admit that in his old-fashioned way O'Hara was still romantic about sex; like Scott Fitzgerald, he thought of it as an upper-class prerogative. ✓Altogether beautiful in the power of its feeling. As beautiful as anything in Thoreau or Hemingway. ✓I liked reading and working out my ideas in the midst of that endless crowd walking in and out of the (library) looking for something. I, too, was seeking fame and fortune by sitting at the end of a long golden table next to the sets of American authors on the open shelves ✓The conviction of tragedy that rises out of his [John Dos Passos's] work is the steady protest of a sensitive democratic conscience against the tyranny and the ugliness of society, against the failure of a complete human development under industrial capitalism. ✓If we practiced medicine like we practice education, wed look for the liver on the right side and left side in alternate years. ✓A year after Hemingway died on the front page, Faulkner went off after a binge, as if dying was nobody's business but his own.

To be shaken out of the ruts of ordinary perception, to be shown for a few timeless hours the outer and the inner world, not as they appear to an animal obsessed with survival or to a human being obsessed with words and notions, but as they are apprehended, directly and unconditionally, by Mind at Large – thus an experience of inestimable value to everyone and especially to the intellectual. For the intellectual is by definition the man for whom, in Goethe’s phrase, ‘the word is essentially fruitful.’ He is the man who feels that ‘what we perceive by the eye is foreign to us as such and need not impress us deeply.’ And yet, though himself an intellectual and one of the supreme masters of language, Goethe did not always agree with his own evaluation of the word. ‘We talk,’ he wrote in middle life, ‘far too much. We should talk less and draw more. I personally should like to renounce speech altogether and, like organic Nature, communicate everything I have to say in sketches. That fig tree, this little snake, the cocoon on my window sill quietly awaiting its future – all these are momentous signatures. A person able to decipher their meaning properly would soon be able to dispense with the written or the spoken word altogether. The more I think of it, there is something futile, mediocre, even (I am tempted to say) foppish about speech. By contrast, how the gravity of Nature and her silence startle you, when you stand face to face with her, undistracted, before a barren ridge or in the desolation of the ancient hills.’ We can never dispense with language and the other symbol systems; for it is by means of them, and only by their means, that we have raised ourselves above the brutes, to the level of human beings. But we can easily become the victims as well as the beneficiaries of these systems. We must learn how to handle words effectively; but at the same time we must preserve and, if necessary, intensify our ability to look at the world directly and not through that half-opaque medium of concepts, which distorts every given fact into the all too familiar likeness of some generic label or explanatory abstraction. Literary or scientific, liberal or specialist, all our education is predominantly verbal and therefore fails to accomplish what it is supposed to do. Instead of transforming children into fully developed adults, it turns out students of the natural sciences who are completely unaware of Nature as the primary fact of experience, it inflicts upon the world students of the Humanities who know nothing of humanity, their own or anyone else’s. In a world where education is predominantly verbal, highly educated people find it all but impossible to pay serious attention to anything but words and notions. There is always money for, there are always doctrines in, the learned foolery of research into what, for scholars, is the all-important problem: Who influenced whom to say what when? Even in this age of technology the verbal humanities are honoured. The non-verbal humanities, the arts of being directly aware of the given facts of our existence, are almost completely ignored. Every individual is at once the beneficiary and the victim of the linguistic tradition into which he has been born - the beneficiary in as much as language gives access to the accumulated records of other people's experience, the victim in so far as it confirms him in the belief that reduced awareness is the only awareness and as it bedevils his sense of reality, so that he is all too apt to take his concepts for data, his words for actual things. That which, in the language of religion, is called "this world" is the universe of reduced awareness, expressed, and, as it were, petrified by language.

It is a disgrace to our system of higher education that person-to-person teaching belongs only to a handful of liberal arts colleges and to elite doctoral programs. Our campuses burgeon with new buildings, food courts, and climbing walls; as class sizes become larger, the distance between teacher and student becomes wider, and the quality of the education less and less serious. Somehow learning is imagined as something that could be boiled down to the mastery of a set of sentences. There are useful subjects that can be learned this way, but nothing that would justify the expense or the inconvenience of a modern university.

Liberal politics believes the voter knows best. Liberal art believes beauty is in the eye of the beholder. Liberal economics believes the customer is always right. Liberal ethics says if it feels good, we should do it. Liberal education says we should think for ourselves and find the answers within us.

When making the case for liberal education to low-income students and families, I often point out that there is a long tradition of steering working-class students toward an education in servitude, an education in obedience and docility, an education in not asking questions. The idea that liberal education is only for the already privileged, for the pampered elite, is a way of carrying on this odious tradition. It is a way of putting liberal education out of the reach of the people who would most benefit from it—precisely the people who have historically been denied the tools of political agency. I ask them to take a look at who sends their children to liberal arts colleges and at what liberal arts college graduates go on to do with their “useless” education.

In many ways, this is the best time in history to be alive. But perhaps these technologies are having some unintended social side effects. Perhaps these same technologies that have liberated and educated so many are simultaneously enabling people’s sense of entitlement more than ever before.

Perhaps these same technologies that have liberated and educated so many are simultaneously enabling people’s sense of entitlement more than ever before.

the quest for depth rather than breadth can undermine learning outcomes and the broader goals of a liberal arts education because there is no one to weave the silos of information together into a coherent whole.

The benefits of the Interner and social media are unquestionably fantastic. In many ways, this is the best time in history to be alive. But perhaps these technologies are having some unintended social side effects. Perhaps these same technologies that have liberated and educated so many are simultaneously enabling people’s sense of entitlement more than ever before.

Piety can thus be even more simply stated as the proper love and fear of God and man.

The superintendent of the new consolidated school, Emory Huyck, had been recommended for the job by his alma mater, Michigan State Agricultural College.1 He was born in 1894 in Butternut, Michigan, not far from Carson City, one of eleven children, all of whom would outlive him, as would both his parents, William and Mary. After graduating from high school at the top of his class, Emory briefly attended the Ferris Institute in Big Rapids, Michigan. Ferris had been founded in 1884 by future Michigan governor and US senator Woodbridge Nathan Ferris as an “industrial school” meant to provide both practical training and a basic liberal arts education “to all young men and women, regardless of their ages, regardless of their mental attainments, regardless of their present conditions, who desire to make themselves stronger and better.”2 In 1917, while teaching at a school in the Montcalm County village of Pierson, Emory registered for the draft. His registration card suggests that he was not merely willing but was keen to serve his country. To the question “Do you claim exemption from draft?” he answered with an emphatic “I do not,” rather than a simple “no,” as most young men did.3 Stationed at Camp Custer near Battle Creek during the war years, he served as a training officer. He would eventually be commissioned second lieutenant of cavalry in the Officers’ Reserve Corps.4

The tragedy of a liberal-arts degree. It fills you with stupid jokes and an urge to tell them. Makes you unfit for polite company.” “You could just keep them to yourself?” Dawn swished the scuzz off her teeth and drank it down. “Then you start laughing at nothing out of nowhere, and people think you’re mad. Though, to be fair, madness is a more common affliction on a pirate ship than a college education.

What do I mean by “locked in time”? I mean, first of all, that we characteristically view mobile phenomena in immobile terms. We see processes like love and education as established circumstances rather than as complex temporal organisms whose lives depend on regular nourishment and renewal. Conversely, we tend to accept our own fear, weakness and ignorance as chronic disabilities rather than facing them, as we should, with the awareness that they are temporary and surmountable. Like still cameras, our minds consistently convert motion into stasis. In our language about time we resort to rocklike absolutisms – creation, completion, means, end, permanence, annihilation – terms whose static and extreme implications make them poor approximations of history and experience… We have little use at all for that most subtle and suggestive of words, renewal.

I’ve had the privilege of a wonderful liberal arts education and have studied literature, history, political philosophy, and law with great teachers at great universities. But despite my elaborate education, I’d never encountered the great works of Greek, Roman, and Enlightenment moral philosophy that offered guidance about how to live a good life

This purifying of wit, this enriching of memory, enabling of judgment, and enlarging of conceit, which commonly we call learning, under what name soever it come forth or to what immediate end soever it be directed, the final end is to lead and draw us to as high a perfection as our degenerate souls, made worse by their clay lodgings, can be capable of.

Religion begins by offering magical aid to harassed and bewildered men; it culminates by giving to a people that unity of morals and belief which seems so favorable to statesmanship and art; it ends by fighting suicidally in the lost cause of the past. For as knowledge grows or alters continually, it clashes with mythology and theology, which change with geological leisureliness. Priestly control of arts and letters is then felt as a galling shackle or hateful barrier, and intellectual history takes on the character of a “conflict between science and religion.” Institutions which were at first in the hands of the clergy, like law and punishment, education and morals, marriage, and divorce, tend to escape from ecclesiastical control, and become secular, perhaps profane. The intellectual classes abandon the ancient theology and—after some hesitation—the moral code allied with it; literature and philosophy become anticlerical. The movement of liberation rises to an exuberant worship of reason and falls to a paralyzing disillusionment with every dogma and every idea. Conduct, deprived of its religious supports, deteriorates into epicurean chaos; and life itself, shorn of consoling faith, becomes a burden alike to conscious poverty and to weary wealth. In the end a society and its religion tend to fall together, like body and soul, in a harmonious death. Meanwhile among the oppressed another myth arises, gives new form to human hope, new courage to human effort, and after centuries of chaos builds another civilization.

It is not possible to fully understand classical education by looking only at what they did in the past - perhaps the seven liberal arts, or maybe only the trivium. We must dig a little deeper and discover why they did what they were doing. The truth is, we don't want to imitate them exactly in our contemporary schools or home schools.

What are any of the disciplines but a way in which people trying to make sense of the world or the universe?

Most people learn their trade – almost always farming – from their parents or village communities. Industrialization changed all that. People had to be able to learn to pick up new skills faster, since the economy had not only to produce but to continually grow and become more sophisticated technologically. Learning one frayed over many years would not do. People needed GENERIC skills, to which only a small amount of extra training would allow them to move around the economy, taking new jobs and responding to innovation.

I wonder if more students would do better in elementary and high school if teachers taught more about individual exploration of subjects and less about sliding smoothly along observational ruts. Exploration is a liberal art, because it is an art that liberates, that frees, that opens away from narrowness. And it is fun.

Why are so many young men staying on in universities earning multiple degrees—and that, too, in liberal arts?’ whispered Chandini to Gangasagar. ‘So that they continue to remain as students on the campus,’ explained Gangasagar. ‘But why do you need them there?’ asked Chandini. ‘So that they can contest the elections,’ explained Gangasagar. ‘Which elections?’ ‘Students’ Union elections.’ ‘Why does the ABNS need to involve itself in Students’ Union activities across the thirty-odd universities of Uttar Pradesh?’ ‘Because if our young men control the Students’ Unions of the universities, we—the ABNS—control the youth, a key constituency in the state’s power balance.’ ‘And then what will they do?’ ‘A liberal arts education is general enough for the IAS—the Indian Administrative Service or the IRS— the Indian Revenue Service.’ ‘So they’ll enter the bureaucracy?’ asked Chandini. ‘Some of them will become trade union leaders, others income-tax commissioners, secretaries within the Reserve Bank of India—there are so many jobs that need us to have our own people!

The effects can already be felt: with each passing day our public life is getting uglier. So it is encouraging to see how quickly liberals have organized to resist Trump. But resistance is by nature reactive; it is not forward-looking. And anti-Trumpism is not a politics. My worry is that liberals will get so caught up in countering his every move, essentially playing his game, that they will fail to seize—or even recognize—the opportunity he has given them. Now that he has destroyed conventional Republicanism and what was left of principled conservatism, the playing field is empty. For the first time in living memory, we liberals have no ideological adversary worthy of the name. So it is crucial that we look beyond Trump.   The only adversary left is ourselves. And we have mastered the art of self-sabotage. At a time when we liberals need to speak in a way that convinces people from very different walks of life, in every part of the country, that they share a common destiny and need to stand together, our rhetoric encourages self-righteous narcissism. At a moment when political consciousness and strategizing need to be developed, we are expending our energies on symbolic dramas over identity. At a time when it is crucial to direct our efforts into seizing institutional power by winning elections, we dissipate them in expressive movements indifferent to the effects they may have on the voting public. In an age when we need to educate young people to think of themselves as citizens with duties toward each other, we encourage them instead to descend into the rabbit hole of the self. The frustrating truth is that we have no political vision to offer the nation, and we are thinking and speaking and acting in ways guaranteed to prevent one from emerging.

A man who never asks himself any questions had better not try asking others. In the centre of his being a teacher should have a sense of justice and a great capacity for dejection. Teachers in a place like this, where education is taken seriously, should always bear in mind that they are the central problem, that we would provide the students with a liberal education if we merely gave them the privilege of looking on while we educated ourselves

You’re teaching nursing?” he asked, surprised. She nodded. “I’ve been doing that for the past year or so. Turns out I like it.” “My new sister-in-law, Shelby—she’s a student there, in nursing. Cutest thing you’ll ever see. Best thing that ever happened to Luke. Any chance you know her?” “What year is she in?” Franci asked. “First year. She got married in her first semester because Paddy and Colin were done with their deployments—she waited for all the Riordans to be available. She’s way younger than Luke and is just starting college.” Franci tilted her head and smiled, thinking how sweet it was that cranky, womanizing old Luke ended up with a sweet young girl who was determined to get an education. “I’m pretty sure I haven’t met Luke’s wife. Most of the freshmen are stuck in liberal-arts courses the first year. I teach one medical-surgical course and one that boils down to charting ER patients. I’m just one of many instructors. Mostly, I teach juniors and seniors. I share an office on campus with another nursing instructor and I only teach a couple of days a week. Except for meetings, of which there are too many.” “You never did go for the meetings,” he said with a smile. “I’ll have to tell Shelby to introduce herself. You’ll love her. You’ll—” “One thing at a time, all right?” Franci asked patiently.

Indeed, men who have either quaffed or even tasted the liberal arts penetrate with their aid far more deeply into the secrets of the divine wisdom." - John Calvin