Critical Thinking and the Tide of Scholarly Bandwagons: Liberal Arts Education in the “Age of Globalization”
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This paper examines the relationship between liberal arts education and the ideas of globalization in the United States and South Korea. Liberal arts education has remained a powerful part of elite education in the United States, Europe and is spreading to Asia. However, liberal arts education faces many challenges. Purveyors of professional education often view liberal arts as the study of quaint and irrelevant facts that have little bearing on the “real world.” Part of this belief has been orchestrated by an enormous education industry that seeks to create demand for vocational degrees. Over the past twenty years these economically reductive understandings of education had become exacerbated by the rising popularity of the idea of globalization. Scholars have increasingly used these concepts to present the contemporary period of capitalism as the “age of globalization.” This paper analyzes the way decision-makers in government, finance, and academic administration use these vague and ill-conceived ideas of globalization to create policy. I focus on the way that ideas of globalization have seduced important decision-makers in ways that have lead them to make drastic changes in the curriculum in ways that actually run counter to the raison d’etre of liberal in order to address the ephemeral forces of trans-nationalism and globalization.
Abstract
This paper examines the relationship between liberal arts education and the ideas of globalization in the United States and South Korea. Liberal arts education has remained a powerful part of elite education in the United States, Europe and is spreading to Asia. However, liberal arts education faces many challenges. Purveyors of professional education often view liberal arts as the study of quaint and irrelevant facts that have little bearing on the “real world.” Part of this belief has been orchestrated by an enormous education industry that seeks to create demand for vocational degrees. Over the past twenty years these economically reductive understandings of education had become exacerbated by the rising popularity of the idea of globalization. Scholars have increasingly used these concepts to present the contemporary period of capitalism as the “age of globalization.” This paper analyzes the way decision-makers in government, finance, and academic administration use these vague and ill-conceived ideas of globalization to create policy. I focus on the way that ideas of globalization have seduced important decision-makers in ways that have lead them to make drastic changes in the curriculum in ways that actually run counter to the raison d’etre of liberal in order to address the ephemeral forces of trans-nationalism and globalization.
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