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Defending Diversity and Liberal Education

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Last week, I was in New York to receive the Benjamin E. Mays award from the A Better Chance Foundation for our work at increasing diversity in higher education. While in the city, I  took the opportunity to evangelize for liberal education in conjunction with “Beyond the University.” I very much enjoyed my conversation with Leonard Lopate at WNYC, and I also wrote a piece that first appeared on The Daily Beast and is now on the Huffington Post.  

It is crucial to support efforts to reduce student indebtedness and increase access to higher education. However, we should beware of those who want to turn this moment of educational reform into a program of vocationalism and tracking as a substitute for liberal education.

 

How to Destroy College Education

In America we fight about education. One of the key struggles today is centered on whether we should retool the college years so that we get students to be “job ready” and tracked into some specific task needed in the economy now. This retooled version of instrumentalism is diametrically opposed to our great tradition of liberal education that envisions learning as a vehicle for social mobility and effective citizenship. This tradition stretches back to the foundation of the country. “Wherever a general knowledge and sensibility have prevailed among the people,” John Adams wrote, “arbitrary government and every kind of oppression have lessened and disappeared in proportion.”

But alongside commitment to education, there have always been suspicions about what really went on in colleges. As I show in Beyond the University: Why Liberal Education Matters, from Benjamin Franklin to today’s Internet pundits, critics of higher education have attacked its irrelevance and elitism–often calling for more useful, more vocational instruction. Franklin skewered learning that took pride in its freedom from labor (in its uselessness) as just a mask for snobbism–learning “to exit a drawing room properly.” Contemporary commentators question whether young people learn anything useful in their “four year party” that culminates (occasionally) with a diploma. Education, from this perspective, is a luxury bought with a loan.

But in his day Franklin went on to propose a compelling version of a broad education that was useful without being narrowly instrumental. And Thomas Jefferson thought that nurturing a student’s capacity for life-long learning within a university structure was necessary for science and commerce while also being essential for democracy. Neither believed a university should merely train young people for jobs that old folks had already picked out for them–but neither thought that college should be merely academic.

Over the past several years, however, we have seen a new sort of criticism directed at the academy. These critics no longer claim to be in search of “true liberal learning,” but instead call for an education that simply equips people to play an appropriate role in the economy. Economists wanting to limit access to education question whether it’s worth it for mail carriers to have spent time and money learning about the world and themselves when they could have been saving for a house. Sociologists wonder whether increased access to college creates inappropriate expectations for a work force that will not regularly be asked to tap into independent judgment and critical thinking. And then there’s the cost of a liberal education, its so-called disconnect from the real world, its political correctness. Columnists write that we must make it more relevant, while politicians growl about making it more efficient. Through “disruptive innovation,” we are told, educational institutions can be “disintermediated”– like middlemen cut out of a market transaction.

Many today are calling for us to create a much more vocational style of teaching. They claim that in today’s economy we should track students earlier into specific fields for which they seem to have aptitude. This is exactly the opposite of the American tradition of liberal education. From the revolutionary war through contemporary debates about the worth of college, American thinkers have emphasized the ways that broad, pragmatic learning enhances the capacities of the whole person, allowing individuals greater freedom and an expanded range of possible choices. Liberal education in this tradition means learning to learn, creating habits of independent critical and creative thinking that would last a lifetime.

The effort today to limit higher education to only a certain class of students or to constrict the college curriculum to a neat, instrumental itinerary is a critical mistake, one that neglects this deep current of humanistic learning. Under the guise of practicality, this is old-fashioned, elitist condescension combined with a desire to protect the status quo of inequality.

Since the founding of this country, education has been closely tied to individual freedom, and to the ability to think for oneself and to contribute to society by unleashing one’s creative potential. The pace of change has never been faster, and the ability to shape change and seek opportunity has never been more valuable than it is today. If we want to push back against inequality and enhance the vitality of our culture and economy, we need to support greater access to a broad, pragmatic liberal education.

 

Wesleyan out West

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I’m getting ready to return to Wesleyan after a few days in Los Angeles followed by a brief visit to San Francisco. The occasion was the Shasha Seminar on the road, organized by Jeanine Basinger. The topics for the day were Women in Film, TV Writing, and the Business of Film. Each panel was thoughtful, funny and very engaging. We had almost 200 alumni, students and friends at William Morris-Endeavor, and there was plenty of time for making new connections and pursuing good conversation among old friends. Scott Higgins and Steve Collins joined us for the discussions, and I spoke about the Mellon Foundation encouraging us to build an endowment for the College of Film and Moving Image with a $2 million challenge grant. If we raise $4 million, the foundation will make a $2 million contribution to the endowment of the CFMI. It’s a great time to support film at Wesleyan, and many alumni and parents have already made significant donations.

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Marc Shmuger ’80, Jan Eliasberg ’74, Brad Fuller ’87, Jane Goldenring ’77, Matthew Greenfield ’90, and Paul Weitz ’88
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With me are David Stone ’04, host; Scott Higgins, associate professor of film studies at Wesleyan; Professor Jeanine Basinger; and Steve Collins ’96, assistant professor of film studies at Wesleyan

While on the West Coast I made a quick trip to San Francisco to meet with Wesleyan supporters of financial aid. I am so grateful for their efforts to provide scholarships for Wes students. Before heading to the airport, I spent an hour talking about liberal education at KQED, the Bay Area’s NPR station. On Michael Krasny’s Forum show, we talked about Beyond the University: Why Liberal Education Matters and took questions from callers. A couple of Wes alumni called in, and there was strong support for broad, contextual education. There was also recognition that we must make it more affordable and reduce student indebtedness. You can listen here.

A World Without Liberal Education?

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I published this op-ed in Inside Higher Education this morning. I’ve also been talking about liberal education on the NPR here and here.

 

“What would the United States look like if we really gave up on liberal education and opted only for specialized or vocational schools? Would that really be such a bad thing?”

The interviewer was trying to be provocative, since I’ve just written a book entitled Beyond The University: Why Liberal Education Matters. What exactly would be the problem, he went on, if we suddenly had a job market filled with people who were really good at finance, or engineering, or real estate development?

Apart from being relieved that he hadn’t included expertise in derivatives training in his list of specializations, I did find his thought experiment interesting. Would there be real advantages to getting students to hunker down early into more specific tracks of learning? In that way they would be “job ready” sooner, contributing more quickly to the enterprises of which they are a part, and acquiring financial independence at the same time. Would that really be such a bad thing?

The debate between those who want students to specialize quickly and those who advocate for a broad, contextual education is as old as America itself. The health of a republic, Thomas Jefferson argued, depends on the education of its citizens. Against those arguing for more technical training, he founded the University of Virginia, emphasizing the freedom that students and faculty would exercise there. Unlike Harvard University and its many imitators, devoted to predetermined itineraries through traditional fields, he said, Virginia would not prescribe a course of study to direct graduates to “the particular vocations to which they are destined.”

At Mr. Jefferson’s university, “every branch of science, useful at this day, may be taught in its highest degree.” But who would determine which pursuits of knowledge would prove useful?

Jefferson, a man of the Enlightenment, had faith that the diverse forms of learning would improve public and private life. Of course, his personal prejudices limited his interest in the improvement of life for so many. However, his conception of “useful knowledge” was capacious and open-ended – and this was reflected in his design for the campus in Charlottesville. He believed that the habits of mind and methods of inquiry characteristic of the modern sciences lent themselves to lifelong learning that would serve one well whether one went on to manage a farm or pursue a professional career. It is here we see the dynamic and open-ended nature of Jefferson’s understanding of educational “usefulness.”

His approach to knowledge and experimentation kept open the possibility that any form of inquiry might prove useful. The sciences and mathematics made up about half of the curriculum at Virginia, but Jefferson was convinced that the broad study of all fields that promoted inquiry, such as history, zoology, anatomy and even ideology would help prepare young minds. The utility was generally not something that could be determined in advance, but would be realized through what individuals made of their learning once outside the confines of the campus. The free inquiry cultivated at the university would help build a citizenry of independent thinkers who took responsibility for their actions in the contexts of their communities and the new Republic.

Jefferson would have well-understood what many business leaders, educators and researchers recognize today: that given the intense interconnection of problems and opportunities in a globalized culture and economy, we require thinkers who are comfortable with ambiguity and can manage complexity. Joshua Boger, founder of Vertex Pharmaceuticals (and chair of the board at Wesleyan University), has pointed out how much creative and constructive work gets done before clarity arrives, and that people who seek clarity too quickly might actually wind up missing a good deal that really matters. Boger preaches a high tolerance for ambiguity because the contemporary world is so messy, so complex.

Tim Brown, CEO of IDEO, one of the most innovative design firms in the world, has lamented that many designers “are stuck with an approach that seems to be incapable of facing the complexity of the challenges being posed today.” He calls for a flexible framework that leaves behind static blueprint preparation for “open-ended, emergent, evolutionary approaches to the design of complex systems can result in more robust and useful outcomes.” Like many CEOs across the country, Brown recognizes that more robust and useful outcomes will come from learning that is capacious and open-ended — from liberal education.

At the Drucker Forum last year, Helga Nowotny, president of the European Research Council, described what she called the “embarrassment of complexity” – efforts based in data analysis to dissolve ambiguity that lead to more conformity and less creativity.  She called for an ethos among business and government leaders that would instead “be based on the acknowledgement that complexity requires integrative thinking, the ability to see the world, a problem or a challenge from different perspectives.” That’s a call for integrative thinking based in liberal learning.

In America, liberal education has long been animated by the tension between broad, open-ended learning and the desire to be useful in a changing world. Calls for dissolving this tension in favor of narrow utilitarian training would likely produce just the opposite: specialists unprepared for change who will be skilled in areas that may quickly become obsolete.

So, what would America look like if we abandoned this grand tradition of liberal education? Without an education that cultivates an ability to learn from the past while stimulating a resistance to authority, without an education that empowers students for lifelong learning and inquiry, we would become a cultural and economic backwater, competing with various regions for the privilege of operationalizing somebody else’s new ideas. In an effort at manic monetization without critical thinking, we would become adept at producing conformity rather than innovation.

The free inquiry and experimentation of a pragmatic liberal education open to ambiguity and complexity help us to think for ourselves, take responsibility for our beliefs and actions, seize opportunities and solve problems. Liberal education matters far beyond the university because it increases our capacity to shape a complex world.

The Case for Liberal Education

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This past weekend I published some op-eds and did an interview on liberal education in conjunction with the appearance of my Beyond The University: Why Liberal Education Matters. There’s even a radio spot Wisconsin Public Radio!

The following op-ed is from the Boston Globe‘s Sunday opinion section.

 

‘Is c” — that’s all I have to type before the search engine jumps to “Is college worth it?” I hit return, and there are more articles on this question than even I, a college president, want to read. Pundit after pundit (most of whom have had the benefit of a liberal education) question whether so many Americans should be going to college. Pulling the ladder up after they’ve already made the climb, they can’t seem to see why future students would want the same opportunities that they’ve had.

When I began my freshman year at Wesleyan University more than 35 years ago, there were no search engines, and I had only a vague notion of what a liberal arts education entailed. My father and my grandfather were furriers, and my mother a big band singer. Giving their children access to a college education was part of their American dream, even if they had little understanding of what happened on campus. Today I head up the same institution where I first stumbled into courses like Intro to Philosophy and Art History 101.

Much has changed in higher education in the past three decades. In the past year, for instance, I’ve taught not only on campus but also more than 150,000 students enrolled through Wesleyan’s partnership with Coursera, a provider of free massive open online courses, or MOOCs.

But students and their expectations have also shifted. Many undergraduates now behave like consumers, intent on building resumes. Parents often want their children’s education to be immediately useful, and with a dramatically shrinking job market, undergrads themselves are often eager to follow a straight and narrow path that they imagine will land them that coveted first job. A broad liberal education, with a significant opportunity to explore oneself and the world, is increasingly seen as a luxury for the entitled and scarcely affordable in a hyper-competitive world.

Throughout most of our history, Americans have aimed to expand the realm of what counts as a liberal education. In recent years, however, in sync with growing inequality, critics have argued that some people just don’t need a broad education because these folks will not be in jobs that will use advanced skills. Richard Vedder, director at the Center for College Affordability and Productivity, puts it this way: “Do you really need a chemistry degree to make a good martini?”

The bartender with a chemistry degree is the contemporary version of the Jeffersonian ideal of a farmer who reads the classics with pleasure and insight, or John Dewey’s image of the industrial worker who can quote Shakespeare. For generations of Americans, these have been signs of a healthy republic. But, for many critical of liberal education today, these are examples of a “wasted” — non-monetized — education. Furthermore, if ever more people are encouraged to get a college degree, won’t the degree be worth less — who wants to be a part of a club with that many members? We should beware of critics who cloak their desire to protect privilege (and inequality) in the garb of educational reform.

But employers do recognize the importance of a liberal education. The majority of those hiring agree that what’s important for recent college graduates to achieve long-term career success is having both field-specific skills and a wide range of knowledge. According to a recent survey by the Association of American Colleges and Universities, 80 percent of employers agree that, regardless of the major, every college student should acquire a foundation in the liberal arts and sciences.

Even many of those enrolling in online courses want this broad-based education. The “massive” part of these open courses is the least interesting thing about them. And I don’t treat my students online like a mass. My aim, the same as with my “in-person” classes, is to “ignite the fire of learning” — as a student from Singapore put it — while bringing them into a more thoughtful and productive conversation with the world around them. I am trying to help them develop their critical thinking skills while also inviting them to become absorbed in great achievements in philosophy, history, and literature. And they respond with curiosity and enthusiasm and, most importantly, a desire to continue learning. “Learning makes me feel alive,” an older student in South India related.

The willingness today by some to limit higher education to only certain students or to constrict the college curriculum to a neat, instrumental itinerary is a critical mistake, one that neglects a deep American tradition of humanistic learning. This tradition has been integral to our nation’s success and has enriched the lives of generations of students by enhancing their capacities for shaping themselves and reinventing the world they will inhabit. Since the founding of this country, education has been closely tied to individual freedom, and to the ability to think for oneself and to contribute to society by unleashing one’s creative potential.

The pace of change in American higher education has never been faster, and the ability to shape change and seek opportunity has never been more valuable. Our rapid search engines can only do so much: If we want to push back against inequality and enhance the vitality of our culture and economy, we need pragmatic liberal education.

Supreme Court Decision Undermines Education and Opportunity

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I just posted this on HuffingtonPost and thought it would also be relevant to many in the Wesleyan community.

 

Ever since the founding of this country, we have recognized that education is indispensable to our vision of a democratic society. All men may be created equal in the abstract, but education provides people concrete opportunities to overcome real circumstances of poverty or oppression. Thomas Jefferson argued that the talented poor should be educated at public expense so that inherited wealth would not doom us to rule by an “unnatural aristocracy” of wealth. As I describe in Beyond the University: Why Liberal Education Matters, a few years after Jefferson’s death, African American shopkeeper David Walker penned a blistering manifesto pointing out that “the bare name of educating the coloured people, scares our cruel oppressors almost to death.” Some years later the young slave Frederick Douglass received a “new and special revelation,” namely, that learning “unfits” a person for being a slave.

Promoting access to a high-quality education has been key to turning the American rhetoric of equality into genuine opportunity. And throughout our history elites threatened by equality, or just by social mobility, have often joined together to block access for groups striving to improve their prospects in life. In the 20th century, policies were enacted to keep immigrants out of universities and to limit the number of Jews who enrolled. And in 2006, the citizens of Michigan passed an amendment to the state constitution banning consideration of race at their universities, undermining opportunity for minorities in the state.

This week the Supreme Court voted to uphold the rights of these citizens to forbid race-sensitive admissions policies. Previous Court decisions had allowed schools to consider race among other factors, but this judgment affirms the voters’ right to overrule university policies. Under the guise of democracy and supporting the political process, the Court has allowed States to close off opportunities for those who would benefit from them the most.

As Justice Sotomayor argued in her dissent, in Michigan you can now lobby those who control admissions to pay more attention to how many alumni relatives applicants have, and you can urge the deans to recognize how much money these relatives might give the school after applicants graduate. But you can no longer successfully advocate making the universities in Michigan more racially diverse — even if the governing boards recognized that a more diverse campus benefits everyone on campus.

Residential colleges and universities have for many years emphasized creating a diverse student body because we believe this results in a deeper educational experience. In the late 1960s many schools steered away from cultivated homogeneity and toward creating a campus community in which people can learn from their differences while forming new modes of commonality. This had nothing to do with what would later be called political correctness or even identity politics. It had to do with preparing students to become lifelong learners who could navigate in and contribute to a heterogeneous world after graduation.

At residential universities, homogeneity in the student body undermines our mission of helping students develop personal autonomy within a dynamic community. That’s why we are eager to welcome students from various parts of the United States and the rest of the world to our campuses. That’s why we ask our donors to support robust financial aid programs so as to ensure that our students come from a variety of economic backgrounds. A “dynamic community” is one in which members have to navigate difference — and racial and ethnic differences are certainly parts of the mix. All the students we admit have intellectual capacity, but we also want them to have different sorts of capacities. Their interests, modes of learning, and perspectives on the world should be sufficiently different from one another so as to promote active learning in and outside the classroom.

Creating a racially diverse campus is in the interest of all students, and it offers those from racial minorities opportunities that have historically been denied them. That’s why governing boards and admissions deans have crafted policies to find students from under-represented groups for whom a strong education will have a transformative, even liberating effect. Education, as Douglass said, makes you unfit for slavery.

The federal government has often had to step in to ensure that states provide access to political and economic opportunity. As Justice Sotomayor put it in her dissent, in the past the court ruled that the equal protection clause of the Constitution, “guarantees that the majority may not win by stacking the political process against minority groups permanently, forcing the minority alone to surmount unique obstacles in pursuit of its goals — here, educational diversity that cannot reasonably be accomplished through race-neutral measures.”

But this week’s ruling allows states to forbid university officials from considering race when determining access to higher education. When seen in the context of recent decisions undermining voting rights, it’s hard not to think that we are witnessing elites, “scared almost to death,” holding onto their privileges by limiting access to social mobility and economic opportunity.

Jefferson’s “unnatural aristocracy” is working hard to increase its advantages, but at universities we must recognize our responsibility to provide real opportunity to those groups who historically have been most marginalized. University admissions programs are not the place to promote partisan visions of social justice, but they are the place to produce the most dynamic and profound learning environments.

It would be an enormous step backward to force our admissions offices to retreat to a homogeneity that stifles creative, broad-based education. We must find ways to protect the diversity (racial, economic, cultural) that has become absolutely crucial to the dynamism of our universities, and to lives of learning and opportunity.

How to Choose a (Our) University

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The happy emails and web links have gone out (replacing those thick envelopes), and all those fortunate enough to have choices about what college to attend will make a big decision: picking the college that is just right for them. They are trying to envision where they will be most likely to thrive. Where will I learn the most, be happiest, and form friendships that will last a lifetime? How to choose? As I do each spring, I thought it might be useful to re-post my thoughts on choosing a college, with a few revisions.

Of course, for many the decision will be made on an economic basis. Which school has given the most generous financial aid package? Wesleyan is one of a small number of schools that meets the full financial need of all admitted students according to a formula developed over several years. There are some schools with larger endowments that can afford to be even more generous than Wes, but there are hundreds (thousands?) of others that are unable even to consider meeting financial need over four years of study. Our school is expensive because it costs a lot to maintain the quality of our programs. But Wesleyan has made a commitment to keep loan levels low and to raise tuition only in sync with inflation in the future. We also offer a three year program that allows families to save about 20% of their total expenses, while still earning the same number of credits.

After answering the question of which schools one can afford, how else does one decide where best to spend one’s college years? Of course, size matters.  Some students are looking for a large university in an urban setting where the city itself plays an important role in one’s education. New York and Boston, for example, have become increasingly popular college destinations, but not, I suspect, for the classroom experience. But if one seeks small classes and strong, personal relationships with faculty, then liberal arts schools, which pride themselves on providing rich cultural and social experiences on a residential campus, are especially compelling. You can be on a campus with a human scale and still have plenty of things to do. Wesleyan is somewhat larger than most liberal arts colleges but much smaller than the urban or land grant universities. We feel that this gives our students the opportunity to choose a broad curriculum and a variety of cultural activities on campus, while still being small enough to encourage regular, sustained relationships among faculty and students.

All the selective small liberal arts schools boast of having a faculty of scholar-teachers, of a commitment to research and interdisciplinarity, and of encouraging community and service. So what sets us apart from one another after taking into account size, location, and financial aid packages? What are students trying to see when they visit Amherst and Wesleyan, or Tufts and Middlebury?

Knowing that these schools all provide a high-quality, broad and flexible curriculum with strong teaching, and that the students all have displayed great academic capacity, prospective students are trying to discern the personalities of each school. They are trying to imagine themselves on the campus, among the people they see, to get a feel for the chemistry of the place — to gauge whether they will be happy there. That’s why hundreds of visitors come to Wesleyan each week and why there will be the great surge for WesFest. They go to classes and athletic contests, musical performances and parties. And they ask themselves: Would I be happy at Wesleyan?

I hope our visitors have gotten a sense of the personality of the school that I so admire and enjoy. I hope they feel the exuberance and ambition of our students, the intelligence and care of our faculty, the playful yet demanding qualities of our community. I hope our visitors can sense our commitment to creating a diversity in which difference is embraced and not just tolerated, and to public service that is part of one’s education and approach to life.

Whatever college or university students choose, I hope they get three things out their education: discovering what they love to do; getting better at it; learning to share it with others. I explain a little bit more about that in this talk:

[youtube]https://www.youtube.com/watch?v=-LzN8sGkRXg#t=23[/youtube]

We all know that Wesleyan is hard to get into. But even in the group of highly selective schools, Wes is not for everybody.We aspire to be a community committed to boldness as well as to rigor, to idealism as well as to effectiveness. Whether in the sciences, arts, humanities or social sciences, our faculty and students are dedicated to explorations that invite originality as well as collaboration. The scholar-teacher model is at the heart of our curriculum. Our faculty are committed to teaching and to shaping the fields in which they work. The commitment of our faculty says a lot about who we are, as does the camaraderie around the completion of senior projects that we are seeing right now on campus.  We know how to work hard, but we also know how to enjoy the work we choose to do. That’s been magically appealing to me for more than 30 years. I bet the magic will enchant many of our visitors, too.

Expanding Access and Creating Opportunity

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Last week gave me plenty to think about in regard to creating more opportunities for students to pursue a liberal education at the college level. On Tuesday night, I met with the extraordinary group of veterans who will be starting out at Wesleyan in the class of 2018. While they come from a wide variety of backgrounds, their experience in the military has had a powerful impact on all of them as they prepare for the next stage in their education.

The next day I headed to Washington for a gathering of college and university presidents concerned with creating greater access to higher education for students from low-income families. But access isn’t enough. We also discussed how to improve preparation for college work in the K-12 sector, and also how to ensure that those students we do admit will be successful as undergraduates. Michelle Obama told us that education as opportunity was the story of her life, and she movingly described her own path from working class Chicago to Princeton. She also made the important point, echoed by many others, that low-income students had many assets when compared to those who grew up with privilege. These students had already learned from their struggles; they already had overcome obstacles in ways that prepare them for leadership. We needn’t feel sorry for these students, the First Lady emphasized, we just need to understand how to leverage the strengths they were already bringing to the table.

President Obama made the point that economic recovery without social mobility would undermine our society, and that education was a key to social mobility. Only 9% of students from the bottom economic quintile attend college, but 90% of this group that completes college won’t remain at the bottom of the economic ladder. We can do a lot better than 9% in the United States, and we here at Wesleyan will find ways to do our part. Our alumni remind us again and again: education creates opportunity — not just for a higher salary, but for a more meaningful life.

At Wesleyan we will continue to make financial aid our highest fundraising priority. Our THIS IS WHY campaign has raised more than 320 million dollars, and the majority of those funds will go to the endowment, mostly to support scholarships. I know that some question how I can call for greater access to college when I have also said that Wesleyan cannot be fully “need blind” at this time. Here’s the answer: we remain about 90% need blind, and we will strive to do more. But we must have a sustainable financial aid program, one that doesn’t economically undermine the very educational program to which we are creating access. We must not use our financial aid resources “blindly;” we must use them intentionally to create access where it will matter the most.

Of course, I would prefer not to have to worry about how to pay for the Wes educational experience we value so much. But our endowment, substantial as it is, does not grant us that luxury. So we build the endowment now, with financial aid as our highest priority. Through fundraising and smart endowment management, we will be able to afford to be need-blind in the future without resorting to high loans or tuition increases just to preserve the label. We will no longer raise tuition aggressively, nor will we increase loan requirements. We will gratefully raise more money for scholarships so that a decade from now we will be in a position to promote access without undue worry about how much that will cost.

But we don’t have to wait a decade to do more now. We can use our financial aid dollars to meet the full financial need of every student at the university. In addition, hundreds of Wesleyan students and dozens of faculty and staff are already engaged in helping students in the K-12 system enhance their learning. Over the next several weeks I will be meeting with leaders of many groups involved in this effort to see how we might join forces under the banner of college readiness. We can work together to give students in Middletown and surrounding communities more opportunities to be prepared for and have success in higher education. We can do what Wesleyan folks have always done: advance our own learning by doing good in the world.

Ours is not a perfect situation, but it is one that we can build on to expand access and create opportunity.

Welcoming Veterans as Part of Class of 2018

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On Tuesday evening I attended the ceremony honoring the cohort of veterans who have been selected to begin their education at Wesleyan in the fall. With this group, we join with the Posse Foundation and Vassar College in expanding educational opportunities for the men and women who have served in the armed forces since 9/11. We plan on accepting groups of ten veterans through this process each year.

The Posse Foundation’s philosophy is to provide educational opportunities to students from under-represented groups who support and inspire one another in strong cohorts. The 10 Early Decision students have served in Iraq, Afghanistan and here in the United States. They have this in common: a strong desire to support one another as they pursue a broad, engaged liberal education at Wesleyan. Having already gone through a rigorous selection process, they seemed very much ready to join our campus community. I know they will make important contributions to it as they interact with students, faculty and staff.

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This year we have also decided to increase the number of Questbridge scholars in the class of 2018. Questbridge Scholars add significantly to our diversity as they enliven our classrooms, stages and playing fields. At Wesleyan we don’t have unlimited resources for scholarships, but thanks to generous donors at all levels, we can use our scholarships to make a profound difference in the lives of individual students and in the character of our community. I’m very grateful for the contributions we’ve received that make these and other financial aid initiatives possible at Wesleyan.

This week I will be attending meetings on college access at the White House. I hope to learn about more ways that we can leverage our resources to create new opportunities for low and middle income families.  While we raise money for financial aid endowment, we are already finding ways to offer enhanced scholarships within a sustainable economic model. This will mean keeping our tuition increases in line with inflation, and maintaining financial aid as a fundraising priority. The THIS IS WHY campaign has already raised more than $300 million, the majority of those funds going to the endowment. This will enable the university to become less dependent on tuition, so that we can truly disregard the financial capacity of applicants and meet full demonstrated need without requiring excessive loans.

At the end of the festivities with Posse, our new members of the class of ’18 joined me in a boisterous GO WES!! I can hardly wait to welcome them to campus.

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Looking for Liberal Education

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Kari and I are taking a couple of days before finals to show Sophie some colleges out in California that still have classes in session. It’s interesting for us to visit other schools and see how they describe their learning goals. Having grown up on the Wesleyan campus, our daughter has some clear ideas about colleges (at least this week). She wants a small liberal arts school, and she wants one where her parents don’t work!

So, we are heading to Claremont to see the great schools there. I started my career at Scripps College and the Graduate University in Claremont in 1983, and I taught there for about 12 years. When I was on the faculty in Claremont my colleagues used to tease that I was constantly talking about Wesleyan. When visiting with Sophie, I’ve been instructed to keep my mouth shut!

Earlier this semester I was at UC Berkeley to participate in a symposium on undergraduate education that was part of the celebrations for the inauguration of Chancellor Nick Dirks (Wesleyan ’72). I hope my comments on liberal learning are as relevant on the East Coast as on the West.

[youtube]https://www.youtube.com/watch?v=akz7tF_puB8[/youtube]

 

Liberal Education and Thinking for Oneself

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I published the following op-ed piece in Inside Higher Education this morning. I’ve drawn on my new book,  Beyond the University: Why Liberal Education Matters, which will be published by Yale University Press in the spring.

 

Over the last year there has been a steady stream of articles about the “crisis in the humanities,” fostering a sense that students are stampeding from liberal education toward more vocationally oriented studies. In fact, the decline in humanities enrollments, as some have pointed out, is wildly overstated, and much of that decline occurred in the 1970s and 1980s. Still, the press is filled with tales about parents riding herd on their offspring lest they be attracted to literature or history rather than to courses that teach them to develop new apps for the next, smarter phone.

America has long been ambivalent about learning for its own sake, at times investing heavily in free inquiry and lifelong learning, and at other times worrying that we need more specialized training to be economically competitive. A century ago these worries were intense, and then, as now, pundits talked about a flight from the humanities toward the hard sciences.

Liberal education was a core American value in the first half of the 20th century, but a value under enormous pressure from demographic expansion and the development of more consistent public schooling. The increase in the population considering postsecondary education was dramatic. In 1910 only 9 percent of students received a high school diploma; by 1940 it was 50 percent. For the great majority of those who went on to college, that education would be primarily vocational, whether in agriculture, business, or the mechanical arts. But even vocationally oriented programs usually included a liberal curriculum — a curriculum that would provide an educational base on which one could continue to learn — rather than just skills for the next job. Still, there were some then (as now) who worried that the lower classes were getting “too much education.”

Within the academy, between the World Wars, the sciences assumed greater and greater importance. Discoveries in physics, chemistry, and biology did not seem to depend on the moral, political, or cultural education of the researchers – specialization seemed to trump broad humanistic learning. These discoveries had a powerful impact on industry, the military, and health care; they created jobs! Specialized scientific research at universities produced tangible results, and its methodologies – especially rigorous experimentation – could be exported to transform private industry and the public sphere. Science was seen to be racing into the future, and some questioned whether the traditional ideas of liberal learning were merely archaic vestiges of a mode of education that should be left behind.

In reaction to this ascendancy of the sciences, many literature departments reimagined themselves as realms of value and heightened subjectivity, as opposed to so-called value-free, objective work. These “new humanists” of the 1920s portrayed the study of literature as an antidote to the spiritual vacuum left by hyperspecialization. They saw the study of literature as leading to a greater appreciation of cultural significance and a personal search for meaning, and these notions quickly spilled over into other areas of humanistic study. Historians and philosophers emphasized the synthetic dimensions of their endeavors, pointing out how they were able to bring ideas and facts together to help students create meaning. And arts instruction was reimagined as part of the development of a student’s ability to explore great works that expressed the highest values of a civilization. Artists were brought to campuses to inspire students rather than to teach them the nuances of their craft. During this interwar period a liberal education surely included the sciences, but many educators insisted that it not be reduced to them. The critical development of values and meaning was a core function of education.

Thus, despite the pressures of social change and of the compelling results of specialized scientific research, there remained strong support for the notion that liberal education and learning for its own sake were essential for an educated citizenry. And rather than restrict a nonvocational education to established elites, many saw this broad teaching as a vehicle for ensuring commonality in a country of immigrants. Free inquiry would model basic democratic values, and young people would be socialized to American civil society by learning to think for themselves.

By the 1930s, an era in which ideological indoctrination and fanaticism were recognized as antithetical to American civil society, liberal education was acclaimed as key to the development of free citizens. Totalitarian regimes embraced technological development, but they could not tolerate the free discussion that led to a critical appraisal of civic values. Here is the president of Harvard, James Bryant Conant, speaking to undergraduates just two years after Hitler had come to power in Germany:

To my mind, one of the most important aspects of a college education is that it provides a vigorous stimulus to independent thinking…. The desire to know more about the different sides of a question, a craving to understand something of the opinions of other peoples and other times mark the educated man. Education should not put the mind in a straitjacket of conventional formulas but should provide it with the nourishment on which it may unceasingly expand and grow. Think for yourselves! Absorb knowledge wherever possible and listen to the opinions of those more experienced than yourself, but don’t let any one do your thinking for you.

This was the 1930s version of liberal learning, and in it you can hear echoes of Thomas Jefferson’s idea of autonomy and Ralph Waldo Emerson’s thoughts on self-reliance.

In the interwar period the emphasis on science did not, in fact, lead to a rejection of broad humanistic education. Science was a facet of this education. Today, we must not let our embrace of STEM fields undermine our well-founded faith in the capacity of the humanities to help us resist “the straitjackets of conventional formulas.” Our independence, our freedom, has depended on not letting anyone else do our thinking for us. And that has demanded learning for its own sake; it has demanded a liberal education. It still does.

 

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