What China Can Teach Us about the Value of Liberal Learning

Are American parents appalled or threatened by what author Amy Chua portrays as the excessively demanding Chinese approach to education and childrearing in her best-selling book, Battle Hymn of the Tiger Mom? Many of us defend our less-disciplined, more permissive style of parenting by citing the creativity and superior critical thinking skills that our approach fosters. Our children’s generation may lose ground to the Chinese on math rankings, but they will have the lock on thinking out of the box. Is this a fact or our convenient rationalization?

Thomas L. Friedman’s Op Ed article in yesterday’s (June 15, 2011) New York Times (Justice Goes Global), may throw that argument under the bus. The same Chinese culture that emphasizes rote learning over creative thought could be on the verge of a metamorphosis. Friedman points out that the person recently named most influential foreign figure in a China Newsweek special issue is not a powerful business executive or politician, but rather a popular Harvard political philosopher named Michael J. Sandel. How did a U.S. professor become a Chinese superstar? With the help of technology, Professor Sandel’s classroom is now virtual; his public television philosophy course series is available online and has gained popularity around the globe, even in China.

Sandel’s classes explore issues of morality and justice. Students are encouraged and expected to challenge, debate and reason with each other in the classroom. Access to Professor Sandel’s lectures has been greeted with much enthusiasm in China and elsewhere in Asia. Educators and students have begun to recognize the power of discussion-based learning and see the strong connection to creativity and innovation. In at least one Chinese university, the undergraduate education is experiencing a major reform that will incorporate deeper philosophical thinking, reasoning and debate into the curriculum.

Friedman suggests that questions of morality and justice are global issues which students everywhere can and are eager to discuss and debate on a deeper level. Even the Chinese have come to recognize the benefits of liberal learning, the responsibility to challenge and question, as a means to produce more innovative and creative thinkers. Kudos to China, though we shouldn’t treat too lightly the significance of this potentially radical change in the country's approach to education. We have already lost ground to Asia in the production of scientists, engineers and professionals in other STEM fields. What might it mean for U.S. productivity and leadership if China and other Asian nations adopt an academic model that will emphasize innovation too? I’m not suggesting that we obsess about U.S. world dominance. Yet we should not overlook the connection between critical and innovative thinking skills and economic security. These are the skills that will enable future generations to create and keep jobs and industry in the U.S.

Herein lays the value of a liberal arts education. A student’s major is almost irrelevant. The more pertinent factor is whether students are compelled to question, challenge, debate and think critically while exploring issues across a broad spectrum of disciplines. Though it is easy to comprehend why students in today’s economy feel a need to pursue a more concrete course of study directly identified as pre-professional training, in the long run the absence of the critical thinking piece will catch up with us.

So as we compare our parenting style to those of our Chinese counterparts, we should not assume too hastily that we have the inside track on creativity and innovative thought. Strict discipline will probably continue to be the childrearing norm in Chinese households. However, let’s not be lulled into a false sense of security about our creative edge. They just might not be too far behind in that department too.

The Three Year Degree - Ingenious or Falling Short?

The cost of a college degree continues to rise. One might think this is incentive enough to get through as quickly as possible. On the contrary, the national average for students graduating college within six years is only 53%. While this graduation rate is disturbing, it does not tell the whole story. Some extend their stay to balance work and school, the former a necessity in order to be able to afford the tuition costs. Others have fallen victim to budget cuts and class schedule reductions, making it more difficult to register for and complete required courses on time.

Despite the trend towards extending one’s colleges years, programs are becoming more prevalent at universities around the country which offer the opportunity to earn a degree in three years. These programs are not for everyone yet their proponents claim that the benefits are multiple: students save on tuition, room and board, colleges achieve better utilization of their resources by offering classes year round and graduation rates improve.

With cost pressures driving many decisions today, several colleges, including University of North Carolina at Greensboro, Hartwick College in Oneonta, NY and the University of Illinois now offer a three year degree. To ensure timely graduation, these programs generally include priority registration and special advising to the students which enable them to adhere to a tight timetable and to stay focused. Bate College in Lewiston, Maine has offered the three year degree since 1965, yet to date few students have actually taken advantage of it.

Proponents cite the cost advantages for students and more rapid turnover for universities as students earn degrees in a shorter period of time. Those in support of these programs also believe they will force positive changes in curriculum as colleges seeks ways to cover a multitude of subjects in a more condensed time frame. This, they profess, will lead to a greater emphasis on inter-disciplinary learning.

The three year degree is clearly not for everyone. Students who benefit must be prepared to step onto the fast track. Often workloads are heavy and schedules require year round attendance to finish within three years. Are you prepared to declare a major after your first year? Forget the three year degree if you want to explore a variety of subjects before making that decision. It is also not a practical route for those who must work to support themselves through college.

Critics question the practicality of three year programs when students already have a tough time finishing in four. Three year programs also challenge the very essence of the college experience which goes beyond academics alone. Students who finish in three will have limited time, if any, to participate in extra-curricular activities and take part in many of the social aspects which some might argue are a primary component of college life. Students would also be forced to forgo pursuing courses out of sheer interest, since the truncated time schedule will restrict the ability to explore. Last but not least, some question whether the three year degree serves the needs of the market, where employers are placing new demands on college graduates. Having a specific skill is often not what those hiring really want to see. Today’s business leaders are redefining the necessary core skills for success, e.g., global and inter-cultural awareness, teamwork and problem solving skills, ethical reasoning, critical thinking and decision making capabilities. Will a rush to get through in three years short change students in these areas? There is no doubt that some serious curriculum re-design must be part of any trend to finish college in record time.

What is the Value of a Liberal Arts Education?

Is a liberal arts education a luxury? With more than half of all undergraduates now choosing more “practical” majors such as business, nursing and engineering, it appears that many young people and their families are questioning the value of a liberal arts education. The question on parents’ and students’ minds today, especially given the escalating cost of a college education and the state of the economy, is will my son or daughter (or I) be employable?

This week the Chronicle of Higher Education is running a series of articles which examine what it titles ‘The New Liberal Arts.” The special report explores the question of value, and also cites the changes in college curriculum in responses to the shifting demand. Many traditional liberal arts institutions have added pre-professional programs. At the same time, several colleges with a more career-oriented focus are incorporating a liberal arts approach, placing greater emphasis on critical thinking and intellectual exploration. The idea is to help students develop important analytical and problem solving skills in addition to preparing them for a profession.

Returning to the question about the value of a liberal arts education, I wanted to share an article from the Chronicle series written by Sanford J. Ungar, the president of Goucher College and former host of National Public Radio’s “All Things Considered.” His article, “7 Major Misconceptions About the Liberal Arts,” seeks to dispel the myths that a liberal arts degree isn’t worth the cost, especially when compared to pre-professional training. Ungar’s article can be accessed through the link http://chronicle.com/article/7-Major-Misperceptions-About/64363/?sid=at&utm_source=at&utm_medium=en. Mr. Ungar makes several compelling arguments, key among them is the notion that students must be prepared for change, especially given the evolving demands of society today. One thing is almost certain: many careers which will be available to the Millennial Generation in their lifetimes do not presently exist. The challenges we face today have created an even greater need for college students to graduate with a broad based education that prepares them to think critically and outside the box.

But how does that factor in the perceptions and expectations of those who make the hiring decisions? Don’t employers want to hire young people who have specialized in a particular field of study, especially in a buyer’s market where unemployment is running at 10%? According to Mr. Ungar, a 2009 survey for the Association of American Colleges and Universities found that 75% of employers nationwide encourage students to seek a liberal arts education. 89% want to see greater emphasis on communications, both orally and written. Analytical reasoning, critical thinking, creativity and the ability to innovate were also cited as important skills required by prospective employers.

One piece of advice I give to those in the midst of a job search, especially anyone who has been employed in a downsized industry: think in terms of your skill set, not your last job description. In our fast paced and changing society industries and jobs will come and go. The value of a liberal arts education will last a lifetime.