Today’s guest blogger is from Maryville College: Dr. Jeffery Fager, Vice-President and Dean of the College. Maryville College is ideally situated in Maryville, Tenn., between the Great Smoky Mountains National Park and Knoxville, the state’s third largest city. Known for its academic rigor and its focus on the liberal arts, Maryville is where students come to stretch their minds, stretch themselves and learn how to make a difference in the world. Dr. Fager offers some interesting insight into a liberal arts education and debunks the myths surrounding liberal arts.
Those of us committed to liberal arts education seem to be fighting an uphill battle in communicating the true nature of the liberal arts. Perhaps the first task is to dispel some common misconceptions.
1 – The Liberal Arts are not related to the Democratic or Republican (or Libertarian) political parties
2 – The liberal Arts are not highly specific fields of knowledge that are limited to only certain areas of life.
3 – The Liberal Arts are not lofty musings disconnected from the “real world” where people must get jobs and live their lives.
Those myths now cast aside, what exactly are the Liberal Arts?
Originally there were seven liberal arts, divided into two sections known by their Latin names, the quadrivium (arithmetic, geometry, astronomy, and music) and the trivium (logic, grammar, and rhetoric). These areas of inquiry were considered appropriate for a free person (Latin: liber) in contrast to manual skills that were appropriate for slaves.
Obviously, things have changed over the centuries. Other disciplines were added to the list, and some of the traditional ones slipped away or were subsumed in the newer areas. During this century, many referred to the liberal arts as certain disciplines that were considered “traditional” as opposed to those areas that are associated with particular careers. In addition, colleges that referred to themselves as “liberal arts colleges” developed general education programs that consisted of a menu of courses in those traditional disciplines. We are familiar with them: English, History, Philosophy, Economics, Mathematics, Science, etc.
It is interesting to note that at the beginning of the twentieth century Harvard did not recognize Chemistry as a proper discipline for a true university; it was considered a “trade” skill. In recent decades scholars have recognized that to limit “the liberal arts” to a list of specific disciplines would not be adequate. Knowledge was changing too quickly, and disciplines did not separate into neat, mutually exclusive “silos.” Therefore, the language in higher education is shifting from “the liberal arts” to “liberal education.” We no longer speak of a static collection of knowledge to be memorized but a way of approaching the world–or, more accurately, several ways of approaching the world.
Liberal education involves different ways of analyzing questions or problems and developing answers or solutions. Each question or problem may lend itself to a particular method of analysis: scientific (natural and social), humanistic, artistic, empirical, philosophical. We must learn these different methods and gain the ability to discern their appropriate applications. In complex cases, several methods must be applied in order to achieve the best possible solution or answer. The liberally educated individual will have the tools to perform such a complex analysis.
In the case of Maryville College, where I enjoy the role of academic dean, our Maryville Curriculum is intentionally interdisciplinary and developmental, in that students take core courses in every year of their college experience, constantly reinforcing and extending their analytical skills. Even in the discipline-specific courses, while content is important, critical analysis of the content is crucial. All students bring their education to culmination in a senior research project, in which they apply all of these skills in creating a product appropriate to their respective major.
And isn’t that what the world demands today…multiple skill sets, complex analysis, the ability to think critically about an issue or situation and provide an ethical, effective idea or solution? The liberally educated individual—one who has experienced the depth and breadth of a liberal arts education—is able to engage with this world successfully, adapting with the changes and complexities it presents.
Those, my friends, are the Liberal Arts.
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