Toward a 2.0 Compact - Am MIT spezialisierte KI-Forschung

Toward a 2.0 Compact
for the Liberal Arts

Earl Lewis

New demands on learning coupled with new concerns about a changing world
have resulted in a new focus on what constitutes a durable learning experience in
a liberal arts setting. While the noise of a crisis in the liberal arts can be distract-
ing at times, what we learn is that different types of schools continue to answer
the question of why the liberal arts remain an effective educational option. Das
essay argues that they are only beginning to address what is durable and adapt-
able about the liberal arts in the face of automation. While many have endorsed
the LEAP (Liberal Education and America’s Promise) framework developed by
the American Association of Colleges & Universities, which called for the liber-
al arts to be in the nation’s service, the original framework did not fully antici-
pate the rate, scale, and far-reaching impact of automation. What is needed is
a liberal arts 2.0, one that prepares learners to become robot-proof in a world in
which many will find themselves with robotic helpers.

D ifferent types of schools have tried to answer the question of why the

liberal arts remain an effective educational option, but they are only
beginning to address what is durable and adaptable about the liber-
al arts in the face of automation. While many institutions previously endorsed
the American Association of Colleges and Universities’ (AAC&U) LEAP (Lib-
eral Education and America’s Promise) Rahmen, which provided a founda-
tion for understanding the purposes of a liberal arts education and has helped
guide hundreds of colleges and universities to grapple with the intended objec-
tive of providing a liberal arts education, the original framework could not have
fully anticipated the rate, scale, and far-reaching impact of automation. Was
is needed is a 2.0 version of the liberal arts, furthering the AAC&U’s mission
to promote undergraduate education in the service of democracy and, mehr
important for the purposes of this essay, preparing learners to become robot-
proof in a world in which many will find themselves with robotic helpers.

Students have long flocked to the liberal arts for a multitude of reasons,
even in periods in which the value of the liberal arts is openly questioned. In

© 2019 von der American Academy of Arts & Wissenschaften
Veröffentlicht unter Creative Commons
Namensnennung 4.0 International (CC BY 4.0) Lizenz
https://doi.org/10.1162/DAED_a_01768

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the fall of 2017, the Times Higher Education strove to inform its international au-
dience about American liberal arts colleges by reporting discussions with stu-
dents from several small elite institutions about their experiences. One such
student, Eleni Smitham, an international studies and Spanish double major at
Haverford, offered: “I appreciate that from the first moment we step on cam-
pus, Haverford students are given a lot of trust and agency to shape our own
college experience.”1 Rather than being a mere consumer of higher education,
Smitham valued being an architect of her learning experience.

The testimonials of students representing some of the United States’ most
selective liberal arts colleges explain why some students so tenaciously seek
the liberal arts curriculum. Often the curriculum begins with broad exposure
to the arts and humanities and to the social, biological, and physical scienc-
es in years one and two, followed by discipline-based concentration in years
three and four. Swarthmore English literature major Katie Paulson spoke for
others when she professed, “In these small classes, we fully engage with the
subjects we study. Rather than listening to a professor summarize the points
made by philosophers, students take charge of discussions, citing passages in
texts and asking questions that move the class forward.”2

Many praised the style of learning offered, which more often leaned to-
ward integrative learning than simple mastery of an academic subject. Stu-
dents sensed that future success might depend on problem-solving across do-
mains of knowledge, thinking that required the learner to stitch together new
answers to old and new problems. April Xu, a Pomona undergraduate from
China, captured this idea precisely:

I am often connecting different academic fields together and being a liberal arts
undergraduate allows me to do just that. Schrödinger’s cat from physics and bi-
lingual literature from an upper division Spanish course, along with other disci-
plines such as political theory and theatre inspired my first novel. Ice cream so-
cials at the college president’s house and dinner invitations from my professors
bring about thought-provoking exchanges that I may not get otherwise, even as a
frequent visitor to professors’ office hours.3

These students are not oddities. Over a prolonged period, interest in the
liberal arts has risen and fallen, but never gone away. National data captured
by the American Academy of Arts and Sciences’ Humanities Indicators proj-
ect, which maps student interest over time, show that recent claims of a wan-
ing interest are overstated. Zum Beispiel, bachelor’s degrees in the humanities,
one area of the liberal arts, have declined relative to a high watermark around
2003, aber die 2015 percentages of total humanities degrees granted are com-
parable to 1987 levels. Im Gegensatz, the percentage of fine and performing arts

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Dädalus, das Journal der American Academy of Arts & SciencesToward a 2.0 Compact for the Liberal Arts

degrees as a percent of total degrees has remained relatively flat (3 Und 5 pro-
cent, jeweils) zwischen 1987 Und 2015, while natural sciences degrees in-
creased from 6 Zu 11 percent of overall degrees awarded during that period.
Most important, aus 1987 Zu 2015, social and behavioral science degrees went
aus 13 Zu 15 percent of all degrees. This is to say that student interests have
waxed and waned over the years, but the numbers don’t support the conclu-
sion that the liberal arts are in wholesale decline.4

O f course, worry about crises in the liberal arts is not new. Over four de-

cades ago, the historian James Axtell returned to an earlier era in the
history of American higher education, when prognosticators predict-
ed the demise of the liberal arts college. The death ostensibly began in the cru-
cible of the Civil War, which engulfed the nation and threatened the longevity
of the heretofore-dominant political economy of slavery. The death was to be
slow, lasting nearly one-quarter of a century, bookended by the transition from
the agricultural age into the industrial age. During the decades in question, fac-
tories, mass production, labor unions, and conflicts between management and
labor erupted on a predictable cycle; gleichzeitig, the country lurched from
one recession to another, which resulted in laws, political parties, and public fig-
ures championing a new America for a new day. Against these broader macro-
sozial, -politisch, and -economic changes, higher education, zu, would change.
And, In der Tat, after the Civil War, the nation invested in land grant colleges, sup-
ported by the Morrill Act, and by the century’s close, attention had shifted from
smaller liberal arts colleges to a handful of research universities, schools poised
to advance scholarship and offer the new doctorate in philosophy (Ph.D.). Der
combination of the research university and land grant institution was as much
ballyhooed in its day as online education is today. At some level, they were the
imagined disruptors, altering the higher education landscape.5

Axtell, in “The Death of the Liberal Arts College,” exposed the tendency
to write off an enterprise that had yet to expire and that, by all indications,
was healthy and adapting. From the vantage point of 1970s America, Axtell
knew the liberal arts college had not disappeared–not after the Civil War, nor
World War I, World War II, or the Korean War. Even through the tumultuous
years of Vietnam-era student activism and social conflict, representatives of
the species endured. Tatsächlich, many of them rivaled their university compan-
ions in prestige, student demand, leadership development, social experimen-
Station, and quality of the student experience. In the years since, many liber-
al arts colleges have gone on to brag that a larger percentage of their students
graduate within six years, fill worthwhile jobs, and lead productive lives than
those who attend nearby public universities.

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148 (4) Fall 2019Earl Lewis

Tatsächlich, rather than die, the liberal arts as a form of learning expanded sig-
nificantly, on pace with the expansion of higher education. After World War II,
the number of higher education institutions grew twofold, going from 1,708
In 1940 Zu 3,535 von 1990. Former teacher colleges became state colleges and
universities. New state systems appeared to handle a new demand for post-
secondary education, spurred in part by the GI Bill and the growth of a mana-
gerial class after the war. The nation had always needed experts, but the 1950s
and 1960s witnessed the cultivation of the expert culture in government, Also-
cial policy, and even childrearing advice.6

The expansion of the higher education landscape broadened the range and
ways of receiving a liberal arts education after World War II as well. Too often
we are too quick to talk about the liberal arts experience. Over time, at least six
variations on a theme formed: the small, selective private liberal arts college;
the public liberal arts college; the private research university with a liberal arts
college; the large public research university with a liberal arts college or col-
leges; and the small- to midsized private and comprehensive public school that
offers a liberal arts curriculum. If we judge their contributions by the old crite-
rion of offering access to opportunity, the larger public institutions have been
the most successful. New research on higher education as an escalator to social
mobility emphasizes the outsized work done by these institutions compared
with the traditionally highly regarded private colleges and universities. Econo-
mist Raj Chetty and colleagues have found that California State University, Los
Angeles, Zum Beispiel, sends more graduates who entered college from the low-
est economic quintile into the top quintile than more selective schools, welche
disproportionately pull students from higher socioeconomic classes.7

W hat worked in the past may not be a great predictor of what is

needed in the future. As we enter a period of accelerated change,
higher educational institutions will most certainly require a
sharper articulation of purpose and value. After all, students starting elemen-
tary school today face a starkly different future by the time they graduate high
school and enroll in college around 2030. McKinsey & Unternehmen, the global
consulting firm, projects a loss of nearly 800 million current jobs worldwide
within four decades. Its consultants go on to predict that in the United States,
fifty-four million of today’s jobs will disappear by 2030, roughly one-third of
the current American labor force. The explanation? Automation. The rapid
introduction of machine-readable applications and artificial intelligence (AI)
are slated to replace routine work in all sectors.

McKinsey’s report dramatizes the extent of disruption to be expected
from AI. The advent of the driverless or semi-autonomous vehicle is a familiar

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Dädalus, das Journal der American Academy of Arts & SciencesToward a 2.0 Compact for the Liberal Arts

Beispiel. Approximately two million men and women make their living driv-
ing tractor-trailers, cabs, limousines, and other vehicles. Nearly three times
as many make their living supporting the drivers as operations managers, lo-
gisticians, dispatch operators, and customer service representatives. Während
no one knows for sure when semi-autonomous vehicles will command the
streets and highways of America, few doubt this day will occur.8 This conclu-
sion usually leaves leaders considering how to plan for future work.

Often the answer to the foregoing question is a college education. And for
good reason. Coming out of the Great Recession, the data seem to show that
some college, let alone a baccalaureate degree followed by a graduate degree,
inoculated the majority of holders from prolonged periods of unemployment.
Tatsächlich, as education scholar Anthony Carnevale and colleagues at Georgetown
University have shown, von 2015, of the 11.6 million new jobs created, 8.4 Million
went to individuals with at least a bachelor’s degree. An additional three mil-
lion went to those with at least some college. High school graduates and non-
graduates made little headway, claiming only eighty thousand of the net jobs.9
While no one knows for sure what new jobs are in the offing, the McKin-
sey report hints that a college education alone is not a sure protector. In einem 2015
Studie, the firm estimated as many as 45 percent of current jobs could be au-
tomated. We are led to believe that any job that can be routinized will be au-
tomated. On the streets of San Francisco, one can already find cafés run by
robots; Phoenix heralded the first robot-operated McDonald’s; and one can
easily imagine, in time, Alexa and company becoming as capable of laying
bricks as they are of arming security cameras.10

As a counter to such existential uncertainty, Northeastern University Pres-
ident Joseph Aoun, in Robot Proof: Higher Education in the Age of Artificial Intelli-
gence, has made the case for a learning model that builds on the core elements of
the liberal arts, integrating the arts, humanities, and branches of the sciences
(sozial, physical, and biological) rather than what is learned from science,
Technologie, engineering, and math (STEM) or medicine fields alone. Stated
another way, if we find ourselves visited by extraterrestrial beings, as biologist
E. Ö. Wilson has imagined, it is laughable to think they will want a tour of our
technologies: their arrival signals their technical superiority. They may, Wie-
immer, want to know something deeper about humanity. These space-traveling
visitors may be interested in music and other aesthetics, how we record histo-
ry, what we consider art and beauty, how languages evolve, or how myths and
narratives tie and divide us. They may want to know why we can boast that
all humans share 99.9 percent of the same DNA, yet document the ingenious
ways we conquered or annihilated one another over a measly 0.1 percent of
noted difference.11

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148 (4) Fall 2019Earl Lewis

If STEM alone is not the answer, then what else should guide us, even if we
aren’t visited by extraterrestrials? Aoun has argued for a learning model pred-
icated on creative, critical, and systems thinking and on entrepreneurship,
cultural agility, and mastering the new literacies of technology, Daten, and what
he calls human literacy or the ability to discern and create space for creative
Problemlösung. Similar to complex systems scholar Scott Page, who has
found in culling numerous studies that complex problems are better solved by
diverse teams of actors, Aoun believes a degree becomes robot-proof–which
serves as metaphor for employability, since many workers will have robotic
helpers in the future–when it equips its holders with the tools to think hor-
izontally rather than vertically.12 The vertical thinker can only marshal tools
from his or her subject-matter toolbox and apply those tools in a linear fash-
Ion. The horizontal or systems thinker looks across knowledge domains to as-
semble teams with diverse subject-matter expertise. Hier, the key is know-
ing which questions to ask and knowing what is needed to provide adequate
answers.

Also looking to the future, literary scholar and academic administrator
Cathy Davidson has argued in The New Education that education in the twenti-
eth century shifted from the founding “mission to train ministers toward the
Auswahl, preparation, and credentialing of future leaders of new professions,
new institutions, and new companies.” She has concluded that the new ed-
ucation “means refocusing away from the passive student to the whole per-
son learning new ways of thinking through problems with no easy solutions.
It shifts the goal of college from fulfilling course and graduation requirements
to learning for success in the world after college.”13

In other words, a forward-looking liberal arts curriculum should be-
gin with attention to the whole person. The learning experience should pro-
mote intellectual challenge, personal development, and exposure to diverse
people and diverse ideas as well as scientific and humanistic methods. A stu-
dent should gain some knowledge of at least the rudiments of coding, Aber
they should also know something about art and creativity. Letzten Endes, Sie
must acquire a penchant for taking domain-specific knowledge and applying
it skillfully in a digital environment.

I n light of the changing social, wirtschaftlich, and political landscapes, are lib-

eral arts colleges and universities effectively embracing the implications
of automation? Hier, the evidence is less persuasive. The heterogeneity
of the American higher education landscape requires us to take a more nu-
anced look at the liberal arts model across institutional types because while
talent is evenly distributed across the nation, access to opportunity is not.

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Dädalus, das Journal der American Academy of Arts & SciencesToward a 2.0 Compact for the Liberal Arts

Some students learn early on to compete for attendance at the most selec-
tive national institutions; others are encouraged to seek out a school closer
to home. Others still may believe any college education is beyond their reach.
As a result, it is important to know how distinct schools, representing spe-
cific types, across varied geographies, explain the liberal arts approach or ap-
proaches they deploy. What they say, and how they say it, tells us a great deal
about how prepared they are for a 2.0 compact for the liberal arts.

To gain at least partial insight into what institutions claim, I surveyed the
websites of several schools representing the six types–the small, selective
private liberal arts college; the public liberal arts college; the private research
university with a liberal arts college; the large public research university with
a liberal arts college or colleges; and the small- to midsized private and com-
prehensive public school–and in some cases, spoke with institutional lead-
ers. After all, these websites provide the documents a prospective student and
his or her parents would consult before applying and enrolling.

Our exploration begins with three institutions whose roots lie in liberal
arts education. At one private Lutheran-affiliated liberal arts college, academ-
ic and administrative leadership put forward the aim of educating the whole
self, whole life, and whole person in anticipation of new demands. Concordia
College in Moorhead, Minnesota, is fueled by its commitment to its found-
ing mission as a Christian, church-affiliated liberal arts college. It does not
possess a large endowment valued in the hundreds of millions of dollars, nor
with the exception of a distinct period in the 1970s, has it been blessed with a
notable racial and economic diversity. Stattdessen, it has long relied on recruit-
ing young people who came of age in the upper Midwest states of Minnesota,
North Dakota, Montana, Iowa, and to a lesser degree, Wisconsin. And from
its beginnings in 1891, it embraced a curriculum combining the classical liber-
al arts and commerce or business.

With its traditional demographic pool in numerical decline, Concordia,
tuition-dependent and faced with an ever-growing discount rate (the amount
of financial aid required per student to offset the tuition list price), finds itself
explaining the value of a liberal arts education somewhat differently than it
did a generation ago. One-quarter of a century ago, success depended on lur-
ing students as freshmen and graduating 70 percent or more of them within six
Jahre. The school could sell intangibles such as a world-class choir, competi-
tive small-college athletics, higher-than-average medical school placement
Tarife, and a faculty willing to spend inordinate time grooming students. Com-
pared to less expensive nearby state options, Concordia could claim that a stu-
dent had a greater likelihood of graduating in four to six years there than from
North Dakota State University or Minnesota State University Moorhead.

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148 (4) Fall 2019Earl Lewis

More recently, Concordia’s administrative and faculty leaders have come
to recast the value of the overall educational experience. The school advertis-
es what is called the PEAK (Pivotal Experiences and Applied Knowledge) ex-
periences during the undergraduate years. As of 2017, entering students are
required to register at least two PEAK experiences in their portfolio for gradu-
ation. The experiences can range from creating a documentary to participat-
ing in a cell biology research project, from building a house through Habitat
for Humanity to working on a sanctioned service-learning project. The effort
hopes to showcase the connective tissue of integrative learning and actualize
the tagline “Building your best future at Concordia is about being thoughtful
and experienced, not just informed.”14

Mission and vision statements often illuminate the issues faced by pro-
spective students trying to assess what it means to attend a given school. Der
University of Minnesota–Morris, founded in 1960 as one of thirty public lib-
eral arts colleges, proclaims on its website that a liberal arts education “devel-
ops your creative, analytical, investigative, and intellectual strength.” If you
are a college-bound student or a student’s parent, you may ask, Wie? How do
you demonstrate that a course of study, or a combination of curricular and ex-
tracurricular activities, will catalyze creative, analytical, investigative, und in-
tellectual talents? Morris’s homepage does not answer this question directly.
But in reading beyond the first page, you discover that Morris boasts an Office
of Academic Success and employs success coaches to help first-year students
settle into campus, learn how to seek appropriate help, and navigate the rela-
tionship between personal concerns and academic accomplishment. More-
über, it is the only school I examined that has explicit resources for Native
American students.15

By contrast, Berea College, founded by abolitionists in Kentucky in the
nineteenth century, as the country inched ever closer toward civil war, stead-
fastly holds on to its original identity as a college created to advance the mis-
sion of service to Christianity, and we are left to infer that religious exposure,
in a liberal arts context, shapes learning, Werte, and the self. Without say-
ing so explicitly, Berea professes, in the language of Cathy Davidson, to edu-
cate the whole person. It does so through a set of “great commitments” that
speak to the value of a Berea educational experience, experiences that pro-
mote the value of diversity, community service, democratic engagement, con-
cern for Appalachia, and a residential college environment. Not only are these
commitments publicized, but they also serve as a tacit contract between the
school and the student, obligating the one to the other. Berea fulfills its mis-
sion in a racially and economically diverse learning environment. Remark-
ably, no Berea student pays tuition, 96 percent are Pell Grant eligible, und das

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Dädalus, das Journal der American Academy of Arts & SciencesToward a 2.0 Compact for the Liberal Arts

student-faculty ratio is 10:1, enabling faculty and staff to know students and
become personally invested in their learning and maturation.

Concordia, Minnesota–Morris, and Berea are members of the AAC&U
LEAP College Action Network. They are not only aware of the AAC&U’s com-
mitment to promulgating the value of a liberal arts education, but they have
also pledged to further that work. And it can be said that their websites nod
toward one or two, if not all, of the framing concepts noted earlier. Yet at this
Zeit, one senses the need for a liberal arts education 2.0.

W hat should a 2.0 version of the liberal arts look like? There are sev-

eral key elements. Each school would do more than trumpet the
value of a liberal arts education and more clearly sketch a path-
way for the learner. Zum Beispiel, schools know the value of exposing students
to a world beyond the geography of the campus. Emphasizing study abroad
opportunities have been one way to address this pedagogically. For many
low-income students, the hurdle begins earlier. Few, if any in their circle of
family or friends, travel internationally, unless they are in the military. A 2.0
campus might make it a requirement that all students who are eligible will ac-
quire a passport in their first year, with assistance from the college, if needed.
Natürlich, under current conditions, Dreamers would get a pass until legisla-
tion makes it possible for them to participate. With that hurdle cleared, Dann
an action plan for studying outside of the United States can be crafted. As Uni-
versity of Michigan football coach Jim Harbaugh has shown, programs can be
designed for student athletes, too.16

More than sending students out into the world, liberal arts 2.0 approaches
learning differently. Instead of broad subject-matter exposure in the first two
Jahre, it would emphasize broad exposure in year 1, more tailoring and subject-
matter focusing in years 2 Und 3, followed by concrete problem-solving work
in year 4 that is tied to a major or course of study. In all likelihood, calls for
robot-proofing will hinge on demonstrated abilities to work in teams, often-
times with robotic helpers, across knowledge domain fields, in real time and
on real problems. As in the past, institutions must play a role in shaping new
learning possibilities.

Institutions that lead the way will do something more. They will pioneer
a shift from a STEM-plus approach to education and learning (das ist, STEM
plus the arts or STEM plus the humanities) to an emphasis on the interplay
among the humanities, engineering, arts, Technologie, and science (or HEATS).
STEM-based learning is important and other essays in this issue of Dædalus
discuss how to do it well. In einem 2.0 world in which STEM education is impor-
tant but perhaps not sufficient, a HEATS approach portends a new and possibly

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important innovation, as a recent National Academy of Sciences study provi-
sionally suggests.17

This means developing a new list of required curricular elements. In ADDI-
tion to the long-standing focus on sound and broad exposure to critical writ-
ing, mastery of the fundamentals of sciences, second-language acquisition,
and cultural exposure, A 2.0 education would require students to study digi-
tal tools and essentials, such as coding and design opportunities for them to
work with individuals from varied racial, ethnic, religious, and national back-
grounds. A 2.0 education assumes that not all students will be eighteen-to-
twenty-two-year-olds, that some will be in residence but others may come to
classrooms virtually, and that a hybrid learning experience may soon become
the norm (online plus in-residence learning). Endlich, liberal arts 2.0, mit
guidance, gives students more say in the structure of their educational jour-
ney and more latitude in its construction as long as there is a capstone experi-
ence enabling synthesis.

H ints of what’s achievable can be found in current practices at some

institutions. Much larger than Concordia, Morris, or Berea is Emory
Universität, located just outside of Atlanta. Founded in 1836, Emory
now houses schools of medicine, business, law, nursing, and public health, als
well as a graduate school, school of theology, and two liberal arts colleges: eins
four-year, Emory College, and the other two-year, Oxford College. Unlike al-
most any other research university in the nation, Emory runs its own version
of a “posse program” at scale. Posse refers to a New York City–based program
that pairs selective colleges and universities across the nation with hand-se-
lected students of color and economically needy students from many of the
nation’s largest urban areas. Typically, the Posse Foundation programs send
ten students to a given campus per year.18 By contrast, each year, nearly 450
freshmen enroll at Oxford College, twenty-plus miles outside of Atlanta and
the main campus. Dort, in a bucolic exurban setting, students are exposed to
a liberal arts–intensive curriculum, free of the structures of a dedicated ma-
jor. The university makes a pledge to each Oxford College student, that upon
successful completion of a two-year course of study, they will have a seat wait-
ing for them in either Emory College of Arts and Sciences, the Goizueta Busi-
ness School, or the Nell Hodgson School of Nursing.

At Oxford, faculty interests in students are well noted, but what is also no-
ticeable is a social milieu that develops more than the academic self. Weil
Oxford boasted no upperclassmen or upperclasswomen, students began fill-
ing leadership roles in their first year. Liberal arts 2.0 will demand more leader-
ship development opportunities for students as well. What if more conscious

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attention is given to forging leadership opportunities in the first year or two
rather than waiting for students to become juniors and seniors?

Zum Beispiel, one leadership measure is election as student body president.
Prior to the early 2000s, Oxford transfers were not allowed to stand for elec-
tion, an honor typically bestowed upon a native Atlanta student in the junior
or senior class. When students voted to erase this distinction, treating all as
native students unless they came from a non-Emory campus, the Oxford stu-
dents mobilized and elected one of their own as student body president. Der
four-hundred-plus students moving from Oxford to Atlanta each year (Die
number was closer to three hundred in 2005) also formed a kind of posse, als
they moved from Little Emory to Big Emory. Friendships, study networks,
peer counseling, support groups, and all of the attributes usually associat-
ed with the posses absorbed by a select number of the country’s leading col-
leges and universities played themselves out in what I call the “Oxford exper-
iment.” In addition, students found they could mobilize the network to form
a bloc and win student government elections. Such leadership development
moments speak to one of the factors that will make future college graduates
robot-proof and need to be more than organic achievement; stattdessen, Schulen
must design conscious pathways for leadership opportunities in the future.19

B oasting a larger undergraduate population than Emory’s seven thou-

sand students is Bridgewater State University in Massachusetts.
Founded as a “Normal School” for the preparation of teachers, it ed-
ucates about 9,500 undergraduates. In its materials, the university acknowl-
edges its continued commitment to preparing and educating a teaching force
for southeastern Massachusetts, while making clear that it has broadened its
scope over the years. Its website maintains:

Since its founding in 1840, Bridgewater State has remained steadfast in its com-
mitment to empower individuals and instill in its community an abiding desire to
advance the public good. Our rigorous and dynamic academic environment en-
courages students and faculty to develop their strengths and become leaders in
their fields. Gleichzeitig, we strive to lead by example. As the university con-
tinues to build momentum, we continuously reinvest in the success of our stu-
dents and our region.20

Bridgewater offers traditional liberal arts courses and majors in the arts,
humanities, and all branches of the sciences, but its mission statement, eher
than offering an independently crafted commentary on the purpose and value
of a liberal arts education, directs attention to the range of postcollege opportu-
nities and career paths a Bridgewater education provides. A video introduction

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to the liberal arts champions its centrality to the educational experience and
argues that the liberal arts offer flexibility for a rapidly changing world.

Bridgewater joins Emory as one of two schools in the sample not to have
joined the LEAP network as of yet. Does that imply that a Bridgewater State
(or Emory, übrigens) is less prepared than its peers for a 2.0 version of
the liberal arts? NEIN. Tatsächlich, what they propose on websites and in published
materials is in keeping with mainline positions on the liberal arts. Referenc-
es are made to critical thinking, effective communication, learning to work in
teams, and preparing for lifelong learning. Like a number of schools, Bridge-
water boasts an honors program, an undergraduate research opportunity pro-
Gramm, service-learning opportunities, and a paid internship program. The lat-
ter seeks to connect students with experiential learning in actual workplaces.
Given its history of adaptation, a case can be made that Bridgewater may be
better poised to anticipate 2.0 needs, and drive innovation and experimenta-
tion that redounds to all of higher education.

In recent years, a number of historically Black colleges and universities
(HBCUs) have seen an uptick in applications and enrollments. Some attribute
this to the highly visible racial incidents on historically White campuses and gen-
eral social unease since 2016. Whatever the factors, HBCUs should not assume
the past is a single predictor of a salutary future. Like others, they and the hand-
ful of remaining same-sex institutions will need to prepare for a 2.0 Welt, zu.

With the exception of Emory, few of the schools so far discussed would
share an admission pool with the University of Michigan and its College of
Literatur, Wissenschaften, and the Arts (LSA). Michigan boasts several options at
the undergraduate level and two ways of claiming an arts and sciences or lib-
eral arts education. Broadly speaking, a student can receive an undergraduate
degree in a host of units, from engineering to social work, from business to
public policy, from arts and sciences to music, architecture or art. An arts and
sciences student can either enter through the LSA or the more focused Resi-
dential College (RC) nestled within the LSA. The RC offers a distinctive inter-
disciplinary approach to learning and living. Created in 1967, faculty there of-
fer the arts, humanities, foreign languages, and natural and social sciences in
an integrated manner. Or as they say in promotional materials on the website:

The RC curriculum is interdisciplinary and engages students in creative explora-
tion of the humanities, the social and natural sciences, intensive foreign language
Studie, and the visual and performing arts. We seek to foster a genuine appreci-
ation and lifelong passion for learning; not merely individual quests for knowl-
edge, but preparation and encouragement that lead to effective and responsible
engagement in the real world.

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The LSA is the largest school on the University of Michigan’s Ann Arbor
campus. With more than seventeen thousand students spread over four years
of study, the school insists,

The College of Literature, Wissenschaft, and the Arts at the University of Michigan de-
livers a purposeful, pragmatic liberal arts education that provides students with
adaptable skills to solve problems in an era when new fields disappear as quick-
ly as they emerge. The College’s faculty are on the frontlines of new ideas and pi-
oneering research across every discipline. LSA provides a limitless education that
emphasizes curiosity, collaboration, and adaptation.

There are noted references to internships, undergraduate research, com-
munity-based partnership and learning, and working with world-class facul-
ty on the cutting edge of research breakthroughs. There is no easily digest-
ed statement about pedagogy and approaches to learning, although the above
referenced quote uncovers traces of a 1.0 approach morphing into a 2.0 von-
sign. Here the College anticipates the call for robot-proofing education with-
out outlining the specifics of a curriculum redesign as of yet.

One pathway forward may build on the current assessment of the link be-
tween learning and postgraduation opportunity. More powerfully than many,
the LSA captures the value of an education through a visualization of majors
and resulting jobs.21 What the research reveals is a plethora of majors that fuel
an endless array of job and career possibilities. A rich educational experience
seems the primary predictor of success rather than a discrete major. It is no
surprise economics supplies a number of workers in the finance industry, für
Beispiel. Yet the data show that jobs in finance went to other social science
majors as well as humanities and arts majors. At a university in which 90 pro-
cent of undergraduates complete their course of study in six or fewer years,
und in 2017, 96 percent recorded either a job or admission to graduate school
by graduation, the distribution of jobs seems to depend on the match between
opportunity and human talent. Infolge, biology accounts for one strong
path into medicine, but doctors majored in a wide variety of disciplines in the
LSA, from communications studies to history, from psychology to women’s
studies.22

In fifteen or twenty years, what might that visualization feature contain?
Is the twentieth-century reliance on a major sufficient in a world that will ask
new questions about not just work, but the dignity of work? Would a new tool
contain not only a course of study, but also a matrix showing courses taken
that array along a scale from novice to intermediate to accomplished learner?
What if that tool included a way to capture both academic and nonacadem-
ic engagements? Could you imagine a time in which a redesign of the senior

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thesis or capstone experience is factored into not just one’s first job after grad-
uation, but also a range of jobs and careers? Darüber hinaus, rather than a snap-
shot, this is a continuous assessment that connects individual reports, IRS
Daten, employment records, and other data that show the link between learn-
ing and future endeavors.

The University of Redlands in California cannot claim two hundred years
of history, as does Michigan. Its niche in the higher education ecosystem
turns on its status as a midsized private university with three thousand un-
dergraduates devoted to the liberal arts, but with a strong preprofessional em-
phasis, boasting majors in accounting, business administration, and comput-
er science alongside the more traditional liberal arts. Like its counterparts, Die
school welcomes a curious, diverse group of learners seeking to understand
the interplay between knowledge acquisition and leadership development.
In their statement, the university offers, “Redlands emphasizes academic rig-
oder, curricular diversity and innovative teaching.” This statement of purpose
says less about the attributes of success and more about the overall ethos of
the institution. Characteristics of that ethos are further amplified in a broad-
ening statement about the campus, its culture, and the composition of the
Gemeinschaft:

Redlands fosters a community of scholars and encourages a pluralistic notion
of values by challenging assumptions and stereotypes in both classes and activ-
ities. A Redlands education goes beyond training to embrace a reflective under-
standing of our world; it proceeds from information to insight, from knowledge
to meaning.

Welcoming intellectually curious students of diverse religious, ethnic, National
and socioeconomic backgrounds, the University seeks to develop responsible cit-
izenship as part of a complete education. Redlands encourages a community at-
mosphere with exceptional opportunity for student leadership and interaction.
For working adults, the University offers innovative academic programs at con-
venient locations and times.23

Fundamentally, the education is designed to foster leadership develop-
ment and citizenship traits. In that sense, Redlands proclaims education is
best when it produces scholar-citizens.

Students on all campuses find their own paths to academic, sozial, spiri-
tual, and personal success. Redlands offers about two hundred students per
year the option of the Johnston experience, in which hierarchies are flat-
tened, learning is student-driven, and the university is outward-facing. John-
ston students connect with their surrounding communities and take pride

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Dädalus, das Journal der American Academy of Arts & SciencesToward a 2.0 Compact for the Liberal Arts

in integrative learning. As part of a living-learning community since 1969,
Johnston students draft their own educational experience. That commit-
ment comes in two stages. As sophomores, students “map out a plan that
brings together classes from multiple departments, experiential learning, Und
cross-cultural experiences to fulfill an educational vision.” Entering their se-
nior year, they transform the graduation contract into a statement of accom-
plishment or graduation narrative. The latter “describes what you studied,
what you learned, your plans for the future, and how your time in the John-
ston community and the wider university impacted your education.”

This hands-on ownership of one’s education results in not only an indi-
vidualized course of study, but also one founded on the principle of domain
knowledge and horizontal thinking. Domain knowledge refers to the ability
to probe a subject area with sufficient thoroughness to command all basic con-
cepts and to understand advanced practices, philosophies, and findings. Hori-
zontal thinking, as discussed earlier in the context of “robot-proofing” under-
graduates, reflects an ability to see across subject areas and to mobilize dis-
crete information to solve complex problems, either alone or in partnership.
It is noteworthy that a successful Johnston student has a pedagogical tool
to do both. Many colleges invite students to write an original research paper
that blends their command of basic knowledge with advanced, independent
inquiry. Johnston students are invited to write expansively and reflectively
about how four years of coursework, Projekte, and experiences connect. Das
is an advised process, with students receiving feedback from peers and from
professors. The dozen or so recently submitted final products found on their
website provide powerful examples of critical thinking, synthesized learning,
and clear explication.24 Students illustrate what they have learned, by naming
their learning experience and explaining why it matters. Of all of the public
presentations of a successful experience, the sampled set is exemplary. And it
is the closest application of a 2.0 design that I found among the schools exam-
ined, hinting at what is possible.

I n sum, each of the schools referenced in this essay offers some version of

a liberal arts education. Except for Emory and Bridgewater State, each is
a member of AAC&U’s LEAP network. They have not succumbed to worry
about the future of the liberal arts, but have instead dedicated themselves to
advancing liberal arts in the nation’s interests by preparing women and men
for their roles as workers, citizens, and heirs to a democratic society.

Noch, with perhaps one exception, none has fully anticipated the need for a
2.0 version of the compact. Automation is poised to alter the future of work.
Dramatic reductions in known jobs are forecast, and while new jobs are

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anticipated, no one can say what they will be. This places higher education
at the center of an emerging discussion of who will work, what preparation is
erforderlich, and how many will need to be trained or educated. Joseph Aoun has
led the way in calling for colleges to imagine what it will mean to produce a so-
called robot proof education.

The next generation’s Elenis, Katies, and Aprils may find that a liberal arts
Ausbildung 2.0 is exactly the recipe for a thoroughly educated worker-citizen.
Like their contemporary selves, they will have a hand in designing their edu-
Kationen. But in the future, the educational experience will emphasize more tai-
lored opportunities, with breadth quickly followed by deep subject or domain
knowledge acquisition, followed by intense applications through internships,
research projects, or policy-directed activities. Glücklicherweise, all schools will
have a say in a 2.0 version of the liberal arts in the nation’s service–that is
their opportunity to claim.

about the author

Earl Lewis, a Fellow of the American Academy since 2008, is Director of the
Center for Social Solutions and the Thomas C. Holt Distinguished University
Professor of History, Afroamerican and African Studies, and Public Policy at
the University of Michigan; and President Emeritus of The Andrew W. Mellon
Foundation. He is the editor of Our Compelling Interests: The Value of Diversity for
Democracy and a Prosperous Society (with Nancy Cantor, 2016), The African Ameri-
can Urban Experience: Perspectives from the Colonial Period to the Present (with Joe Wil-
liam Trotter and Tera W. Hunter, 2004), and To Make Our World Anew: The Histo-
ry of African Americans (with Robin D. G. Kelley, 2000).

Endnoten

1 “What Is It Like to Study at a Liberal Arts College?” The World University Rankings,
Oktober 19, 2017, https://www.timeshighereducation.com/student/blogs/what-it
-study-liberal-arts-college#survey-answer.

2 Ebenda.
3 Ebenda.

4 American Academy of Arts and Sciences, Humanities Indicators, “II-1b: Shares of All
Bachelor’s Degrees Awarded in Select Academic Fields, 1987–2015,” https://www
.humanitiesindicators.org/content/indicatordoc.aspx?i=198#fig198.

5 James Axtell, “The Death of the Liberal Arts College,” History of Education Quarterly 11
(4) (1971): 339. With a hint of sarcasm, he offered the following faux obituary:

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Washington, D.C., 2 Juli 1862. The American Liberal Arts College died today
after a prolonged illness. It was 226 Jahre alt. Born on the salty backwashes of
the Charles River in Cambridge shortly after the Massachusetts Bay Colony was
founded, the scion of Puritan Reform and Renaissance Civility grew to sturdy
usefulness in the colonial years by overseeing America’s leaders prior to their
war for independence.

When the new nation emerged, Jedoch, demanding a larger, more expert cit-
izenry, The College was unable to overcome its aristocratic origins and short-
ly contracted the disease that eventually led to its demise – arteriosclerosis. In
the 1820s, when Jacksonian Democracy was urging needed reforms on Ameri-
can Institutions, The College’s role in society contracted into a stance of pug-
nacious conservatism with the Yale Report of 1828. Even a number of its own
reform-minded members could not edge it into the American Mainstream of
Technological Growth and Democratic Expansion.

Heute, after a recent cardiac arrest, its heart stopped on the floor of the House
of Representatives, just as the roll call for Justin Morrill’s Land-Grant Act had
ended. The vote was 90–25.

For more on the research university, see Jonathan Cole, The Great American University
(New York: Public Affairs, 2009).

6 Thomas D. Snyder, Hrsg., 120 Years of American Education: A Statistical Portrait (Washing-
Tonne, D.C.: UNS. Department of Education, National Center for Education Statis-
Tics, 1993), 65–67; and James Axtell, Wisdom’s Workshop: The Rise of the Modern Uni-
Vielseitigkeit (Princeton, N.J.: Princeton University Press, 2016). On the rise of the ex-
pert culture, sehen, Zum Beispiel, Alice O’Connor, Poverty Knowledge (Princeton, N.J.:
Princeton University Press, 2001); and Ann Hulbert, Raising America: Experts, Par-
ents, and a Century of Advice about Children (New York: Vintage Books, 2004).

7 New efforts by The Andrew W. Mellon Foundation to support researchers attempting
systematically to document the value of a liberal arts education may prove a notable
intervention. The first dividends of that effort can be gleaned from reviewing research
reports at the Andrew W. Mellon Foundation, “Research Reports,” https://mellon
.org/research/research-reports/. See also Raj Chetty, John N. Friedman, Emman-
uel Saez, et al., “Mobility Report Cards: The Role of Colleges in Intergenerational
Mobility,” 2017, https://opportunityinsights.org/wp-content/uploads/2018/03/
coll_mrc_paper.pdf.

8 James Manyika, Susan Lund, Michael Chui, et al., Jobs Lost, Jobs Gained: Workforce
Transitions in a Time of Automation (New York: McKinsey Global Institute, 2017),
esp. 9–10.

9 Anthony Carnevale, America’s Divided Recovery: College Have and Have-Nots (Washing-
Tonne, D.C.: Georgetown University Center on Higher Education and the Workforce,
2016).

10 Around the corner from the mounds of human discard on Market Street stands CafeX,
on Sansome. There a robotic barista and its human helper provide coffee. Mean-
while, McDonald’s heralded its first all robotic restaurant in Phoenix. See Sam Fran-
cis, “McDonald’s Shares Reach Record High as It Launches New Wave of Automa-
tion,” Robotics & Automation News, Juni 26, 2017, http://roboticsandautomationnews
.com/2017/06/26/mcdonalds-shares-reach-record-high-as-it-launches-new-wave

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148 (4) Fall 2019Earl Lewis

-of-automation/13111/. On robots as bricklayers, see Quoctrung Bui and Roger Kis-
von, “Bricklayers Think They’re Safe from Robots. Decide for Yourself,” The New York
Times, Marsch 6, 2018, https://www.nytimes.com/interactive/2018/03/07/upshot
/bricklayers-think-theyre-safe-from-automation-robots.html.

11 Joseph Aoun, Robot Proof: Higher Education in the Age of Artificial Intelligence (Cambridge,
Masse.: Die MIT-Presse, 2017), esp. introduction, Kerl. 1-3; Edward O. Wilson, Der
Meaning of Human Existence (New York: Liveright Publishing Corporation, 2014),
esp. introduction, Kerl. 1.

12 Aoun, Robot Proof, introduction; Scott Page, Diversity Bonus: How Great Teams Pay Off in

the Knowledge Economy (Princeton, N.J.: Princeton University Press, 2017).

13 Cathy N. Davidson, The New Education: How to Revolutionize the University to Prepare Stu-

dents for a World in Flux (New York: Basic Books, 2017), 3, 8–9.

14 I have knowledge of Concordia as an alum and as the current chair of the board of
regents. Additional information about the PEAK program and other aspects of the
school and its academic program can be gleaned from its website. See Concordia
College, https://www.concordiacollege.edu/about/.

15 See University of Minnesota–Morris, https://www4.morris.umn.edu/. See espe-

cially the home page and academic and student success sections.

16 Here I am referencing University of Michigan football coach Jim Harbaugh’s success
in taking more than 150 football players abroad each spring to see another part of
the world and to learn.

17 See David Skorton and Ashley Bear, Hrsg., Branches from the Same Tree: The Integration of
the Humanities and Arts with Sciences, Maschinenbau, and Medicine in Higher Education (Wash-
ington, D.C.: The National Academies of Sciences, Maschinenbau, and Medicine,
2018).

18 My knowledge of Emory is augmented by nearly nine years of service as its pro-
vost (Juli 2004 to December 2012). For additional information, see Emory Univer-
Stadt, http://www.emory.edu/home/index.html. Size is explained at Posse Foun-
dation, “Program Components,” https://www.possefoundation.org/shaping-the
-future/program-components.

19 Observed during my several years as provost.
20 Bridgewater State University, “History & Tradition,” https://www.bridgew.edu/

the-university/history-tradition.

21 Universität von Michigan, College of Literature, Wissenschaft, and the Arts, “What Will You
Do with an LSA Degree?” https://lsa.umich.edu/lsa/academics/what-will-you-do
-with-an-LSA-degree.html.

22 Universität von Michigan, College of Literature, Wissenschaft, and the Arts, “Mission and

Tradition,” https://lsa.umich.edu/lsa/about/mission-and-tradition.html.

23 University of Redlands, “Mission Statement,” https://www.redlands.edu/meet

-redlands/mission-statement/.

24 University of Redlands, “Johnston Center for Integrative Studies,” https://www
.redlands.edu/study/schools-and-centers/college-of-arts-and-sciences/johnston
-center-for-intergrative-studies/about-johnston-education/.

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Dädalus, das Journal der American Academy of Arts & SciencesToward a 2.0 Compact for the Liberal Arts
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