One longheld tenet of a liberal arts education is the belief in its civilizing effect: an educated populace is one that can deal with difficult situations and choices in ways that don’t tear at the very fabric of society. This conviction is based on the assumption that a well-educated person can see the grey areas in arguments that elude a less-educated person. It also assumes that well-educated people simply behave better. Do you agree?
In the readings for this unit, which build on what you’ve already read, you saw two snapshots of two very different demographics. One was of a group of students at one of our elite research universities; the other was a group of people who would probably be rejected by any respected four-year college. What did you notice about how they responded to the opportunity to engage in big ideas and enduring questions? You also read an essay by Brooks in which he questioned the practical role of the liberal arts in society.
What is the relationship between a desire for knowledge and the ability of knowledge to change society for the better?
How necessary is it to position the liberal arts within a moral framework, and what are the effects when they are taught in a moral vacuum?
Is it reasonable to expect the liberal arts to create “good citizens,” and what is essential to make sure this happens?
Sample Solution
