Capacities
I can imagine a future in which humanistic study and the liberal arts are widely acknowledged to be beneficial for real people, but nonetheless American institutions and American culture turn against them as a form of training for almost anyone, for any reason. I focus on the American context here because it is the immediate situation I see around me. Maybe I have just described the present.1
If it really is the case that the pace of technological change is accelerating and the shape of the future is harder predict, would you not want to choose an education that prepares you to face change in general, that takes the certainty of transformation as its starting point? A traditional justifications of the liberal arts has always involved adaptability. “Precisely because it is general,” says the economist Ian Deming in 2024, “when it is well-executed, [a liberal arts education] is teaching you not a set of specific competencies in some specific thing, but rather giving you a set of tools to teach you how to think about the next problem over the horizon.” To believe this, you would have to accept the claim that there is a version of general education that is the best at preparing you for the unknown.2
There is also a question of whether one believes that the overwhelming pace of specifically technological change that today is comparable to other periods of change from the past. Previous eras have seen change like the movement from an agrarian to urban patterns of living, the rise of mass media and mass culture, and the rise of a class of knowledge workers. But maybe the transformation we are living through now– one where computers and computation mediate almost everything–is different in kind, and requires a different educational approach.
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Looking south of Roosevelt and west of Clark, at the “