Running head: HISTORY OF LIBERAL EDUCATION

Historical Analysis:
Is There Still a Place for Liberal Education in America?
Sarah Schanck
EDLD 7432
Georgia Southern University

HISTORY OF LIBERAL EDUCATION

Historical Analysis:
Is There Still a Place for Liberal Education in America?
Introduction
In modern day America, is there still a place for liberal education or is the need and
desire for professional education going to outweigh our historical roots? According to the
Association of American Colleges & Universities (n.d.), liberal education is a holistic approach
to collegiate learning that is focused on empowering the individual learner through broad
knowledge of the world as well as in depth knowledge in a specific field. The AACU (n.d.) also
defines liberal arts as the specific disciplines of a liberal education, with a historical basis in the
artes liberales which consisted of the Seven Liberal Arts (grammar, logic, rhetoric, arithmetic,
geometry, astronomy, and music).
This monograph will examine the current issue of liberal education in American higher
education and the arguments for and against its continued role in the higher education landscape.
The issue will be examined through the origins of the liberal arts dating back to the sophists of
Ancient Greece and the cathedral schools of the 11th-13th centuries. Additionally examined will
be the resurgence of the liberal arts curriculum in the Renaissance as well as the accessibility that
a liberal education gave to disenfranchised demographic groups such as women and minorities.
The patterns of liberal education in the 20th century will be discussed leading up to modern
liberal education. Modern opinions will be critiqued within the context of these historical
analyses.
Historical Foundations of Liberal Education
Ancient Greece. Liberal education can traces its roots back to the sophists and
philosophers of classical Greece. The sophists introduced a multitude of subjects, namely

HISTORY OF LIBERAL EDUCATION

rhetoric, history, mathematics and music, as itinerant teachers (Lucas, 2006). Their popularity
grew quickly and they were able to charge large sums for private instruction (Lucas, 2006).
Socrates developed a method called dialectic that was based on question and answer
conversation that is one of the foundations of teaching styles in liberal education (Lucas, 2006).
Plato and Aristotle further developed the basis for the liberal arts curriculum and developed the
first physical schools in Greece (Lucas, 2006). Aristotle encouraged the pursuit of knowledge
for the sake of learning and stated in Politics:
But consideration must be given to the question of what constitutes education and what is
the proper way to be educated. At present there are differences of opinion as to the
proper tasks to be set; for all people do not agree as to the things that the young ought to
learn. Either with a view to virtue of a view to the best life, nor is it clear whether their
studies should be regulated more with regard to intellect or with regard to character.
(cited in Sorum, 2005, p. 26)
Aristotle articulated the central problem that is still being argued in higher education circles in
present day, what is the best curriculum?
Many other ancient Greek philosophical schools of thought contributed to the foundation
of liberal education, including Cynicism, Stoicism, and Epicureanism (Lucas, 2006). Werner
Jaeger, as cited in Sorum (2005), believed these Greek philosophers to be the fathers of liberal
education, focusing not just on the culture of knowledge but on the methods of attainment.
There is a continued focus in this era on the attainment of knowledge to contribute to the
citizenship of the learner and their contribution to the city-state (Sorum, 2005). It was in this era
that the term illiberal arts (Sorum, 2005, p. 31) was coined, meaning those subjects outside the
realm of freely attained knowledge.

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Trivium and quadrivium. The trivium and quadrivium are the foundational subjects of
the liberal arts: grammar, rhetoric, and dialectic (trivium) and arithmetic, astronomy,
mathematics, and music (quadrivium) (Sorum, 2005). These curriculum changes occurred in the
early twelfth century in cathedral schools (Lucas, 2006). Aspects of these Seven Liberal Arts are
still evident in some liberal arts programs in modern day and form the historical basis for many
centuries of further liberal education study (Lucas, 2006). Lucas (2006) explained how cathedral
schools were mandated into official existence by Pope Gregory VII; cementing the changing
attitude regarding Christian culture as a stronghold of society at the time. Hugh of St. Victor,
cited in Lucas (2006) said that the purpose of studying these arts was to pave the way for the
mind to penetrate to the full knowledge of philosophical truth (p. 37). Many modern era
proponents of a liberal education would subscribe to this centuries old sentiment.
As cathedral schools evolved into universities, the liberal education and trivium and
quadrivium began to be seen as preparatory subject matter to professional education (Lucas,
2006). During the Renaissance, as classical texts began to be discovered and had a popular
reemergence, the liberal arts curriculum of trivium and quadrivium became a mainstay in and of
itself again (Sorum, 2005). Brint, Riddle, Turk-Bacakci, and Levy (2005) note that historically
professional programs have had cyclical movements, with popularity associated with periods of
economic decline. Periods of prosperity have had a tendency to be correlated with a renewed
interest and preferences toward the traditional arts and sciences (Brint et al., 2005).
Turn of the 20th century. W.E.B. DuBois and Booker T. Washington are often
highlighted in the literature as being the leaders of the African American movement towards
higher education. Both men advocated different aspects of higher education for their race, with
DuBois focused on educating the Talented Tenth through liberal arts education and Washington

HISTORY OF LIBERAL EDUCATION

focused on vocational training (Horowitz, 2005). Horowitz (2005) stated that DuBois saw that,
through a full liberal arts education, black students would enter into their world heritage, see
clearly, confront the discrimination that bound them into a secondary place, and win their full
civil and political rights (p. 16). To many minority groups or other demographic groups that
had previously lacked accessibility to higher education, liberal arts colleges served as an entry
point (Horowitz, 2005).
Studies have shown the utilitarian purpose of a liberal education in preparing the work
force (Brint et al., 2005). Brint et al (2005) saw correlation between the popularity of
professional programs with dramatic events in American society, such as the Great Depression or
the introduction of the G.I. Bill after World War II. Conversely, events of the 1960s that spurred
student activism led to a resurgence of popularity for liberal arts disciplines (Brint et al., 2005).
Since then, psychology is the only true liberal arts major that has not declined and many majors
exist now that did not exist thirty years ago (Brint et al., 2005). Brint et al (2005) outlines two
popular views regarding this decline in liberal arts based degrees: a) that a liberal education is
what makes the American higher education sector and our society unique, which will deteriorate
as popularity of these programs declines, and b) the higher education sector must adapt to the
societal pressure of job-related interests and contribute to the economic interests of the country.
Issue Basics
Bart Giamatti, former president of Yale, as cited in Zakaria (2014) stated, What is the
earthly use of a liberal arts education? (para. 4). This is a question that continues to be
commonly asked across the academy as proponents of a liberal education try to justify its place
in academia and opponents question its relevance in the modern higher education landscape.

HISTORY OF LIBERAL EDUCATION

Argument for liberal education. Proponents argue that a liberal based education will
allow graduates to enter the professional world and be prepared for more than just the narrow
skill set and training of a professional curriculum. Many fields experience rapid change, and
proponents of a liberal education argue that graduates of a liberal arts curriculum are more adept
at adapting to the changing environments in their field or are better able to transition into new
industries (McPherson, 1998). Advocates argue that the liberal arts have a place even within
professional education because of this. Rhodes (1984) argued against narrow pre-professional
and professional training and stated that there is a case for integrating the spirit of liberal arts
(para. 8) into vocational training. However, he also believed that the opposite, strict training
without scope and attention to the larger world, was restrictive and narrow (Rhodes, 1984).
Rhodes (1984) summarized this viewpoint by stating, A liberal outlook may be nurtured within
the context of professional education. It soon withers in the presence of vocational training
(para. 8). Rhodes statements and viewpoints are popular amongst champions of liberal
education.
To proponents, a liberal education entails many things, including lifelong learning
(Rhodes, 1984). Chickering and Gamson as cited in Pascarella, Cruce, Wolnick and Blaich
(2004) discussed the impact of a liberal education on college students and synthesized it into
seven categories for good practice: a) contact between students and faculty, b) an environment of
student cooperation, c) active learning, d) an expectation that students will receive timely
feedback, e) appropriate time for tasks, f) a high standard and expectation of students, and g)
respect for diversity in student body and in thought. Pascarella et. al (2004) researched whether
liberal arts institutions were in fact better at delivering on Chickering and Gamsons seven good
practices than other institutions. It was determined that liberal arts colleges do deliver better on

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these areas that impact students, controlling for variables such as selectivity or student
background (Pascarella et al., 2004). These differences were especially evident in students first
year and increased over each subsequent year of schooling but with diminishing returns
(Pascarella et al., 2004).
Argument against liberal education. Opponents of a liberal education firmly believe
that professional education without the grounding in liberal arts will strengthen the economy and
better support the current conditions of society. Recently, President Obama singled out art
history as an example of a liberal arts major that offers limited job preparation (Jaschik, 2014).
He joins a lengthy list of politicians critiquing the real world preparation of non-professional
degrees. Jaschik (2014) argued that research supports that many in those fields may not be
employed in careers with direct connections to their field of study, however these employees
have high levels of job satisfaction. Opponents of liberal education argue, is that enough?
Agresto (2011) firmly believed that the liberal arts bubble had burst. He believed that
although the liberal arts had a particular historical function in society, the role that it played two
hundred years ago has lost all validity in modern day (Agresto, 2011). Agresto (2011) offered
harsh criticism of the proponents of liberal education stating:
We convinced ourselves that everyone from nurses to electrical engineers would be better
as people and as professionals if they took a few liberal arts offerings- perhaps one of our
newer offerings in gender studies or on post-colonial literature and criticism. But nurses
and electricians saw the silliness of that from the start, and only the pompous and
somewhat arrogant liberal artist thought that this piece of inanity as true. (p. 398)
Opponents of liberal education argue that the more technical disciplines do not benefit from what
they feel has been time wasted in liberal education curriculum.

HISTORY OF LIBERAL EDUCATION

Implications for Higher Education Administrators

As Rothblatt (2003) states, Liberal education is tightly correlated with American
democracy, with American ideas of citizenship and opportunity, and with American versions of
Aristotles view of a life well lived (p. 1). How does that integrate into todays demands for a
practical curriculum and skill based job preparation? Throughout history, the emphasis on
liberal education has been cyclical, at times standing on its own as the curriculum to study and at
other times being the preparation for further professional education. Liberal education is
identified not just by the subjects being taught, but by the method of teaching; this is seen as a
differentiating and competitive factor for graduates of these disciplines (Rothblatt, 2003). For
institutions and the administrators they employ, what this comes down to is whether the
character formation indicated through liberal education is a vital component to the education
they wish to offer their students. Each institution must examine this question within the scope
and framework of institutional mission, vision, and history.
Conclusion
In examining the historical foundations of liberal education, the study of the liberal arts
has proven to hold a significant function within the development of the modern day university.
Current opinions are split on whether the day-to-day integration of liberal education is still
relevant to the role that higher education plays in greater society. Liberal education has shaped
our country and opened the doors of institutions to demographic groups that they were closed in
the past. In the modern era of college accessibility and skill based preparation, liberal education
must prove that it still has a place in the academy.

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9
References

Agresto, J. (2011). The liberal arts bubble. Academic Questions, 24(4), 392-402.
Association of American Colleges & Universities. (n.d.). What is a 21st century liberal
education?. Retrieved from: https://www.aacu.org/leap/what-is-a-liberal-education.
Brint, S., Riddle, M., Turk-Bicakci, L., & Levy, C.S. (2005). From the liberal to the practical arts
in American colleges and universities: Organizational analysis and curricular change.
Journal of Higher Education, 76(2), 151-180.
Horowitz, H.L. (2005). Balancing hopes and limits in the liberal arts college. In American
Council of Learned Societies, Occasional Paper, No. 59 (Ed.), Liberal Arts in American
Higher Education: Challenges and Opportunities (pp. 16-25).
Jaschik, S. (2014, January 31). Obama becomes latest politician to criticize a liberal arts
discipline. Inside Higher Ed. Retrieved from http://www.insidehighered.com.
Lucas, C. J. (2006). American higher education: A history (2nd ed.). New York, NY: St.
Martins Press.
McPherson, M.S. (1998). The economic value of a liberal arts education. About Campus, 3(4),
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Pascarella, E.T., Cruce, T.M., Wolniak, G.C., & Blaich, C.F. (2004). Do liberal arts colleges
really foster good practices in undergraduate education?. Journal of College Student
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Rhodes, F.H.T. (1984, March). The role of the liberal arts in a decade of increased technology.
Speech presented at the Harper Forum, State University of New York- Binghamton,
Binghamton, New York.

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Rothblatt, S. (2003). The living arts: Comparative and historical reflections on liberal education.
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Sorum, C.E. (2005). The problem of mission: A brief survey of the changing mission of the
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Zakaria, F. (2014, May 23). What is the earthly use of a liberal arts education?. The Huffington
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