Ask a stereotypical barista a stereotypical question: “What
did you study in college?” You might just get a stereotypical answer:
sociology, English, history, or anthropology. There is derision of liberal arts
study floating around the media and society at large (see: here
or here
for examples). There are also counter-arguments,
extolling the benefits of the liberal arts.
I recently read an article
that distinguished “liberal arts education” from “liberalist education” as a
possible explanation for why the value of studies in humanities is questioned
by so many. In it, Nathan Schlueter described a dichotomy. On the one hand are
the liberal arts, which he asserts promote study of “truth, beauty, and
goodness” through exploration of Great Books, study of great scholars and
writers of the past, and helping students examine current issues in light of
that search for wisdom. On the other hand are “liberalist” studies, which he
says have three features: “First, a suspicion of all authority, including the
authority of truth; second, the celebration of autonomy and individual choice;
third, a commitment to social justice.”
Schlueter explores this so thoroughly, I won’t repeat his discussion
here. But for me, the issue of the value of liberal arts raises the question:
what is the role of liberal arts general education in an educational program
that is focused on careers? In my professional role, I support information
technology degree and certificate programs at a for-profit institution.
Students in my programs are seeking career-ready skills in networking,
information security, web design, and a host of other technical skills.
Some students opt for certificate programs, which solely
focus on the technical coursework. But students in the associate’s and
bachelor’s degree programs also complete general education coursework, to the
tune of 42-45 credits. They take required and elective courses in the
humanities and sciences, with the institution’s goals of developing critical
thinking, communication, information utilization, and collaboration.
I wonder: is it enough that they develop those skills, which
could translate to any professional setting to support their career outcomes?
Or should students also gain those insights that Schlueter listed, through
study of “truth, beauty, and goodness?” How focused on liberal arts should the
curricula of humanities coursework be, in the context of a career-oriented
degree program?
If planned effectively, study of the liberal arts could help
these technically-minded students enhance their appreciation of elegant
technical solutions to organizational problems. The liberal arts may provide IT
professionals a common language of culture through which they could develop
more meaningful relationships with coworkers who are not in IT. Study of the
liberal arts might even awaken a deeper interest in the arts, sparking hobbies
outside of their professional life and enhancing the creativity these
professionals apply to technical designs.
What are your thoughts? What is the role of humanities
coursework for an IT degree (or any career-focused program)?
anonymouscharity works at a for-profit higher education institution in the Phoenix metro area.
No comments:
Post a Comment