Section 1 of this article covers the changing conversation about the liberal arts, and the concerns many have about this framework of education, specifically in relation to jobs. Despite these concerns, the number of degrees in the humanities has only dropped .1 percent in 3 decades, proving that liberal learning has more value than initially thought. This section segues into why we should defend the liberal arts at all, when STEM disciplines are the new norm.

Section 2 of this article discusses the idea of the liberal arts and its roots. Neither “liberal” nor “arts” describe what we consider a liberal education to be. “Liberal comes from the notion of freeing the mind,” says Scheuer. Minds that are free can grow, be flexible, and open to diverse perspectives, which is the liberal arts at its core. There are at least three conceptions of the liberal arts in modern society, including the ideal of an integrated curriculum. Liberal arts education recognizes the value and need for interdisciplinary learning, linking disciplines across the entire curriculum. Umbrella terms like philosophy and critical thinking create the framework in which the liberal arts is set in.

Section 3 answers the key question many have, “Why do we need the liberal arts?” Scheuer describes the liberal arts as preparing students for all levels of citizenship, in all of its senses. Liberal arts encourages a citizen to practice the civic dimension of society such as voting and jury service. It also encourages economic and cultural citizenship through participation of conversations, volunteering, etc.

The final section discusses critical thinking as, “the intellectual engine of a functional democracy.” This engine is defined as a set of mental practices that lead to a web of skills and abilities that can be applied to nearly all disciplines and education styles. Critical thinking, within the liberal arts, involves more advanced intellectual competencies than what we may have picked up on in elementary school. Critical inquiry unifies the liberal arts curriculum, and its concepts embody the skills that a democracy needs to succeed, and develops the citizen that is capable of thinking critically, and become productive and active members.

A point that Scheuer makes in his article states, “free minds are flexible minds, trained to recognize that many areas of inquiry are interconnected and many disciplinary boundaries are porous.” To this I can testify. Recently, similar topics have been discussed across many of my courses. In this course we have discussed liberal arts education, societal impacts of social media, and misconceptions. Currently in my English course we are writing an essay about the impact social media has on our relationships with others, and with the world. In my intro to environmental issues class we have dwelled deep into the journey of our universe, including discussions of origin stories and myths. In my English 204 course we have read several origin stories that correlate to relationship dynamics between animals and humans. In multiple instances I have felt myself connecting these thoughts across my courses, and realizing that one discussion related closely to one I had had prior that day. Styles and concepts of annotations have trickled down through nearly all of my courses, as well as the application of citations. Within the UNE Core, the idea of connection is highly emphasized across the curriculum.

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