The Importance of a Liberal Arts Education
Relevance of education in arts and humanities is found in the the question, ‘What is our biggest challenge?’
By Dr. Paul Markel, paul.markel@ndunited.org
I discovered the arts and humanities during my childhood, although at the time I was not able to use those terms to describe these creative and insightful experiences. I had a childhood of adversity, and the arts and humanities were key to my “survival” and successful launch into adulthood.
For example, I learned to express myself through my viola, the piano and my passion for drawing, design and painting; and I also discovered a love and talent for languages in high school — inspired in part by my heritage — that has followed me into adulthood. Thus, I had discovered different worlds into which I could escape until I was able to be on my own.
Leaving home for college, I engaged with professors who sparked in me a durable and eclectic interest in philosophy and literature. My undergraduate career culminated with a presentation at a regional theological conference where I delivered my first academic paper that brought together the works of Pierre Teilhard de Chardin, Jean Piaget and Lev Vygotsky.
As a professor — and global citizen — I am convinced that the relevance of a liberal education in the arts and humanities is discovered in the general question, “What is our biggest challenge?” I suggest for discussion that our biggest challenge is achieving significant cooperation among individuals representing diverse experiences so that we can address humanity’s most pressing concerns. Thus, I think that the goal of education is not only to develop the ability to recognize and live the good life on a personal level, but more importantly, to increase our capacity for cooperation for the greater good of all. In fact, I think that the latter is a prerequisite for the former.
How do we get there — instilling the good life and fostering significant cooperation? This aspirational goal is consonant with living well in a diverse and inclusive community fostered by simple considerations and acts of kindness. Other times, our support for a diverse and inclusive community requires extraordinary moral courage. As educators and administrators, we start by stepping forward and leading by example. We welcome and embrace all individuals and rise to the challenge because we value alternative and diverse expression of the human spirit; and this is key to understanding the relevance of the arts and humanities.
Directly addressing the challenge of achieving significant cooperation among people of diverse experiences and perspectives, a liberal education in the arts and humanities is relevant because variety in language, philosophy, literature, as well as the visual and performing arts conveys the breadth and depth of the human experience, providing space and points of reference in which we are immersed, where we share with others, now and across the generations.
John Dewey, an American philosopher and psychologist, understood this when he wrote “Art as Experience.” Dewey argues that works of art do not exist simply for the beauty of the object itself, but instead, works of art give a participant the opportunity to experience emotions and thoughts that are new, different, and perhaps beautiful, thus providing the potential for experiences that draw the individual out of an otherwise isolated existence, and furthermore, connect that person with the experiences of others.
How can we support diversity and inclusion in higher education, building communities of people with variety in experiences, a place where these individuals are valued and supported in their participation? Verna Myers, writing for the American Bar Association, suggests that “diversity is being invited to the party; inclusion is being asked to dance.” How appropriate — with inclusion we celebrate our collective strength and curiosity. On the university campus and extending into the larger community, we promote and live a culture where people feel safe and can be authentic; we connect people through academic experiences across disciplines, with the resources and networks of professional societies, and by thoughtful collaboration with members of the community — in a steadfast desire for cooperation, we seek, welcome, and engage the diverse experiences and perspectives of a variety of individuals.
I am trained as a scientist, working as a research psychologist for over two decades; nevertheless, my participation in the arts and humanities is an essential part of who I am and includes musical expression, broad productivity in the visual arts, the study of languages, writing novels, and other creative endeavors. The effort that I have put into these activities over the years (which at times has been exhausting and humbling) resonates with my ability to connect with people representing many points of views.
With this perspective in mind, I argue that the need for a liberal education in the arts and humanities is not only relevant, but also necessary for us to achieve significant cooperation to address humanity’s most pressing concerns. The spirit of this goal is exemplified in a quote by Martin Luther King, Jr., which I read on a wall in the lobby of the Center for Civil and Human Rights in Atlanta: “No, no we are not satisfied and we will not be satisfied until justice rolls down like water and righteousness like a mighty stream.” How do we work towards this goal for everyone, giving each person voice and dignity so we can achieve remarkable cooperation? Specifically, moving away from that which is comfortable and familiar, we share in moral courage and a sense of urgency to explore our world through a liberal education, learning from each other a variety of skills in personal expression and sharing opportunities to experience different points of view and ideas that span history, places, emotions, aspirations and cultures.
Thus, the broadly educated person has an appreciation of aesthetic qualities, possesses a fundamental ability for logical reasoning, and when called for employs the scientific method to answer questions and solve problems. This person is well prepared to experience the richness of life and seizes opportunities as they emerge across a broad scale. While possessing manifold means of self-expression, this person is curious and will go a greater distance in creatively helping others express themselves. Such a person is compassionate, appropriately deferential, as well as cognizant and accepting of individual, cultural, and global diversity — indeed, this person celebrates diversity and understands that it is the source of wisdom and strength that contributes directly to significant cooperation, the foundation for justice on behalf of many.
(Dr. Paul Markel is the Higher Education Faculty Director, for four-year institutions, on the North Dakota United Board of Directors.)
