The English historian G.M. Trevelyan wrote in English Social History in 1942, “Education … has produced a vast population able to read but unable to distinguish what is worth reading.” In the U.S. system of higher education nearly 70 years later, the liberal arts mentality seems to have reversed this trend. And while it is wonderful to nurture discerning readers, educators must be careful not to do so at the cost of other knowledge.
The upcoming visit by the Southern Association of Colleges and Schools, the organization that grants ACU its accreditation, emphasizes the importance of the university’s educational standards. SACS places a great deal of importance on “quality enhancement – in layman’s terms, improvement.
We are called to be Christian leaders, and leaders need to be as intelligent and educated as they are spiritually mature. Following national university standards will help us achieve those goals. However, we don’t want to be just good enough. Institutional accountability is a worthwhile effort, but we should be going above and beyond the minimum requirements – which might require going above and beyond a liberal arts education.
Original thought is a skill and a practical one. The creative thinking and analysis praised by liberal arts institutions has molded many students into entrepreneurs and inventors. The ability to connect the dots in new ways is often the difference between a good leader and great leader. Yet, if students spend four years learning how to formulate and express ideas but cannot find Fiji on a map, have they missed something important?
New York Times columnist Thomas Friedman said the U.S. is falling behind, educationally speaking. We churn out incredibly bright, apt students who cannot do algebra, speak only one or two languages and want to be CEOs. Unlike students in China or India, American students are not encouraged to become scientists or mathematicians. In an increasingly globalized world, it is essential for universities to prepare students to compete, yes, but more importantly, to participate. Interaction is inevitable, but cooperation must be fostered. Wouldn’t it be easier to talk physics with another physicist?
Stagnation is never healthy, but it can happen easily, almost unnoticeably. A university might reach a certain level of enrollment or give so many interviews to national media outlets, and before you know it, everyone has become content with the status quo. The problem is schools around the country are continuously raising the bar, and if we stay in one place, we’ll get left behind.
Students and businesspeople alike will always carry talents and ideas that reflect their own cultures and experiences, and they are all useful. American students with problem-solving skills can make valuable contributions. As a university, however, we should work to constantly push the boundaries of education to create ever more well-rounded students. No school can offer everything, but that is no reason not to try. There’s nothing wrong with an English major who can find a derivative.
