By John J. Neuhauser
We are now nearly a year into an economic crisis that has touched almost every segment of society, including higher education. We have quickly and perhaps appropriately moved from a culture where conspicuous consumption is the order of the day to one where old-fashioned frugality seems the norm.
While the economic downturn will likely affect different colleges in varying ways, it has created a climate that puts significant pressure on the very notion of liberal arts education. There is a tendency, particularly in the popular press, to equate the concept with both a dilettante’s pursuit and something that has remained static since 12th-century Paris, when modern universities first began to emerge. Add to this the idea that higher education has brought financial trouble on itself with the perceived need to expand “amenities,” and many schools could be in for a rough time. While all three beliefs resonate with the general populace, none are completely true.
Few things have done more to lift America’s level of aspiration and accomplishment than liberal arts education, which must be broad, deep and well-informed by history, literature and philosophy, and must recognize the role of religious and scientific understanding. Some opine that a liberal education prepares one for nothing, and while it may not ready students directly for a specific career, many find their first love of a discipline or transform a piece of joint research with a faculty member into a lifelong pursuit. That is exactly as intended—at this very formative time, students should sample expansively of human culture before deciding to specialize. Although some will always view college education as career preparation, that is not our model because, in the long run, it is too narrow and focuses only on the immediate next step in a young person’s life, not the following six decades or more.
Clearly, the concept of liberal education has never been static, but instead has changed as human knowledge has developed. In medieval times, when early ideas about the liberal arts were forming, science was largely limited to primitive study of medicine and astronomy, with even geometry being a late addition to the curriculum. Of course, in the 21st century, basic scientific comprehension is vital for an educated citizenry, and the same is true for the social sciences, literature and religion. The body of knowledge that comprises a liberal education is simply not constant, although some disciplines remain fundamental, even as certain areas of study are refined or added.
Finally, the claim that colleges have added frivolous amenities fails to recognize current expectations of life at a residential college—the students’ “home,” where they will likely spend 24 hours a day, 7 days a week, 40 weeks a year. Providing a meaningful holistic experience requires attention to health and safety, sustainable operations, the quality of food and study space, the increasing role of technology, and learning itself. These attributes were not associated with college education at the end of the 19th century.
Responsible stewardship continues to permeate our work at Saint Michael’s College. We have begun the process of belt-tightening in areas that do not directly affect students and have also embarked on an ambitious planning process, which centers on the importance of student learning in an academic context. As a new strategic plan emerges, portions will be made available, on which I hope you might reflect and comment. The aim is to use these difficult times to navigate our way to a higher position, one which will enable Saint Michael’s to have an even greater impact on our students and the families who entrust them to our care.
