Liz Coleman's call to reinvent liberal arts education

55,406 views ・ 2009-06-01

TED


Please double-click on the English subtitles below to play the video.

00:12
College presidents are not the first people who come to mind
0
12160
4000
00:16
when the subject is the uses of the creative imagination.
1
16160
3000
00:19
So I thought I'd start by telling you how I got here.
2
19160
4000
00:23
The story begins in the late '90s.
3
23160
2000
00:25
I was invited to meet with leading educators
4
25160
3000
00:28
from the newly free Eastern Europe and Russia.
5
28160
4000
00:32
They were trying to figure out how to rebuild their universities.
6
32160
4000
00:36
Since education under the Soviet Union
7
36160
3000
00:39
was essentially propaganda
8
39160
2000
00:41
serving the purposes of a state ideology,
9
41160
3000
00:44
they appreciated that it would take wholesale transformations
10
44160
5000
00:49
if they were to provide an education
11
49160
2000
00:51
worthy of free men and women.
12
51160
3000
00:54
Given this rare opportunity
13
54160
2000
00:56
to start fresh,
14
56160
2000
00:58
they chose liberal arts
15
58160
2000
01:00
as the most compelling model
16
60160
2000
01:02
because of its historic commitment
17
62160
2000
01:04
to furthering its students' broadest intellectual,
18
64160
3000
01:07
and deepest ethical potential.
19
67160
3000
01:10
Having made that decision
20
70160
2000
01:12
they came to the United States,
21
72160
2000
01:14
home of liberal arts education,
22
74160
2000
01:16
to talk with some of us
23
76160
2000
01:18
most closely identified
24
78160
2000
01:20
with that kind of education.
25
80160
2000
01:22
They spoke with a passion, an urgency,
26
82160
4000
01:26
an intellectual conviction
27
86160
2000
01:28
that, for me, was a voice I had not heard in decades,
28
88160
5000
01:33
a dream long forgotten.
29
93160
2000
01:35
For, in truth, we had moved light years
30
95160
5000
01:40
from the passions that animated them.
31
100160
4000
01:44
But for me, unlike them,
32
104160
4000
01:48
in my world, the slate was not clean,
33
108160
4000
01:52
and what was written on it was not encouraging.
34
112160
4000
01:56
In truth, liberal arts education
35
116160
3000
01:59
no longer exists --
36
119160
2000
02:01
at least genuine liberal arts education -- in this country.
37
121160
4000
02:05
We have professionalized liberal arts to the point
38
125160
3000
02:08
where they no longer provide the breadth of application
39
128160
4000
02:12
and the enhanced capacity for civic engagement
40
132160
3000
02:15
that is their signature.
41
135160
2000
02:17
Over the past century
42
137160
2000
02:19
the expert has dethroned the educated generalist
43
139160
4000
02:23
to become the sole model
44
143160
3000
02:26
of intellectual accomplishment. (Applause)
45
146160
2000
02:28
Expertise has for sure had its moments.
46
148160
5000
02:33
But the price of its dominance is enormous.
47
153160
4000
02:37
Subject matters are broken up
48
157160
2000
02:39
into smaller and smaller pieces,
49
159160
3000
02:42
with increasing emphasis on the technical and the obscure.
50
162160
4000
02:46
We have even managed to make the study of literature arcane.
51
166160
5000
02:51
You may think you know what is going on
52
171160
2000
02:53
in that Jane Austen novel --
53
173160
2000
02:55
that is, until your first encounter
54
175160
3000
02:58
with postmodern deconstructionism.
55
178160
3000
03:01
The progression of today's college student
56
181160
3000
03:04
is to jettison every interest except one.
57
184160
5000
03:09
And within that one, to continually narrow the focus,
58
189160
4000
03:13
learning more and more about less and less;
59
193160
4000
03:17
this, despite the evidence all around us
60
197160
3000
03:20
of the interconnectedness of things.
61
200160
3000
03:23
Lest you think I exaggerate,
62
203160
3000
03:26
here are the beginnings of the A-B-Cs of anthropology.
63
206160
5000
03:31
As one moves up the ladder,
64
211160
2000
03:33
values other than technical competence
65
213160
2000
03:35
are viewed with increasing suspicion.
66
215160
3000
03:38
Questions such as,
67
218160
2000
03:40
"What kind of a world are we making?
68
220160
3000
03:43
What kind of a world should we be making?
69
223160
3000
03:46
What kind of a world can we be making?"
70
226160
3000
03:49
are treated with more and more skepticism,
71
229160
4000
03:53
and move off the table.
72
233160
2000
03:55
In so doing, the guardians of secular democracy
73
235160
4000
03:59
in effect yield the connection
74
239160
4000
04:03
between education and values
75
243160
2000
04:05
to fundamentalists,
76
245160
2000
04:07
who, you can be sure,
77
247160
2000
04:09
have no compunctions about using education
78
249160
3000
04:12
to further their values:
79
252160
2000
04:14
the absolutes of a theocracy.
80
254160
3000
04:17
Meanwhile, the values and voices of democracy are silent.
81
257160
6000
04:23
Either we have lost touch with those values
82
263160
2000
04:25
or, no better,
83
265160
2000
04:27
believe they need not
84
267160
2000
04:29
or cannot be taught.
85
269160
2000
04:31
This aversion to social values
86
271160
2000
04:33
may seem at odds with the explosion
87
273160
3000
04:36
of community service programs.
88
276160
2000
04:38
But despite the attention paid to these efforts,
89
278160
3000
04:41
they remain emphatically extracurricular.
90
281160
4000
04:45
In effect, civic-mindedness is treated
91
285160
3000
04:48
as outside the realm of what purports to be
92
288160
3000
04:51
serious thinking and adult purposes.
93
291160
4000
04:55
Simply put, when the impulse is to change the world,
94
295160
5000
05:00
the academy is more likely to engender
95
300160
2000
05:02
a learned helplessness
96
302160
3000
05:05
than to create a sense of empowerment.
97
305160
4000
05:09
This brew -- oversimplification of civic engagement,
98
309160
6000
05:15
idealization of the expert,
99
315160
2000
05:17
fragmentation of knowledge,
100
317160
3000
05:20
emphasis on technical mastery,
101
320160
2000
05:22
neutrality as a condition of academic integrity --
102
322160
4000
05:26
is toxic when it comes to pursuing the vital connections
103
326160
5000
05:31
between education and the public good,
104
331160
3000
05:34
between intellectual integrity
105
334160
3000
05:37
and human freedom,
106
337160
2000
05:39
which were at the heart --
107
339160
2000
05:41
(Applause) -- of the challenge posed to and by
108
341160
4000
05:45
my European colleagues.
109
345160
2000
05:47
When the astronomical distance
110
347160
2000
05:49
between the realities of the academy
111
349160
3000
05:52
and the visionary intensity of this challenge
112
352160
3000
05:55
were more than enough, I can assure you,
113
355160
2000
05:57
to give one pause,
114
357160
3000
06:00
what was happening outside higher education
115
360160
3000
06:03
made backing off unthinkable.
116
363160
3000
06:06
Whether it was threats to the environment,
117
366160
3000
06:09
inequities in the distribution of wealth,
118
369160
3000
06:12
lack of a sane policy or a sustainable policy
119
372160
3000
06:15
with respect to the continuing uses of energy,
120
375160
4000
06:19
we were in desperate straits.
121
379160
2000
06:21
And that was only the beginning.
122
381160
3000
06:24
The corrupting of our political life
123
384160
2000
06:26
had become a living nightmare;
124
386160
2000
06:28
nothing was exempt --
125
388160
3000
06:31
separation of powers, civil liberties,
126
391160
3000
06:34
the rule of law,
127
394160
2000
06:36
the relationship of church and state.
128
396160
2000
06:38
Accompanied by a squandering
129
398160
2000
06:40
of the nation's material wealth
130
400160
3000
06:43
that defied credulity.
131
403160
2000
06:45
A harrowing predilection for the uses of force
132
405160
3000
06:48
had become commonplace,
133
408160
2000
06:50
with an equal distaste
134
410160
2000
06:52
for the alternative forms of influence.
135
412160
3000
06:55
At the same time, all of our firepower was impotent
136
415160
5000
07:00
when it came to halting or even stemming
137
420160
3000
07:03
the slaughter in Rwanda, Darfur, Myanmar.
138
423160
5000
07:08
Our public education, once a model for the world,
139
428160
4000
07:12
has become most noteworthy
140
432160
2000
07:14
for its failures.
141
434160
2000
07:16
Mastery of basic skills and a bare minimum of cultural literacy
142
436160
4000
07:20
eludes vast numbers of our students.
143
440160
4000
07:24
Despite having a research establishment
144
444160
2000
07:26
that is the envy of the world,
145
446160
2000
07:28
more than half of the American public
146
448160
2000
07:30
don't believe in evolution.
147
450160
2000
07:32
And don't press your luck
148
452160
2000
07:34
about how much those who do believe in it
149
454160
2000
07:36
actually understand it.
150
456160
3000
07:39
Incredibly, this nation,
151
459160
3000
07:42
with all its material, intellectual and spiritual resources,
152
462160
6000
07:48
seems utterly helpless
153
468160
2000
07:50
to reverse the freefall in any of these areas.
154
470160
5000
07:55
Equally startling, from my point of view,
155
475160
3000
07:58
is the fact that no one
156
478160
2000
08:00
was drawing any connections
157
480160
2000
08:02
between what is happening to the body politic,
158
482160
3000
08:05
and what is happening in our leading educational institutions.
159
485160
4000
08:09
We may be at the top of the list
160
489160
3000
08:12
when it comes to influencing access to personal wealth.
161
492160
4000
08:16
We are not even on the list
162
496160
2000
08:18
when it comes to our responsibility
163
498160
3000
08:21
for the health of this democracy.
164
501160
2000
08:23
We are playing with fire.
165
503160
3000
08:26
You can be sure Jefferson knew
166
506160
2000
08:28
what he was talking about when he said,
167
508160
2000
08:30
"If a nation expects to be ignorant and free
168
510160
4000
08:34
in a state of civilization,
169
514160
2000
08:36
it expects what never was,
170
516160
2000
08:38
and never will be."
171
518160
3000
08:41
(Applause)
172
521160
2000
08:43
On a more personal note,
173
523160
2000
08:45
this betrayal of our principles,
174
525160
2000
08:47
our decency, our hope,
175
527160
2000
08:49
made it impossible for me
176
529160
2000
08:51
to avoid the question,
177
531160
3000
08:54
"What will I say, years from now,
178
534160
2000
08:56
when people ask, 'Where were you?'"
179
536160
4000
09:00
As president of a leading liberal arts college,
180
540160
2000
09:02
famous for its innovative history,
181
542160
3000
09:05
there were no excuses.
182
545160
2000
09:07
So the conversation began at Bennington.
183
547160
3000
09:10
Knowing that if we were to regain
184
550160
2000
09:12
the integrity of liberal education,
185
552160
2000
09:14
it would take radical rethinking
186
554160
2000
09:16
of basic assumptions,
187
556160
2000
09:18
beginning with our priorities.
188
558160
3000
09:21
Enhancing the public good becomes a primary objective.
189
561160
4000
09:25
The accomplishment of civic virtue
190
565160
2000
09:27
is tied to the uses of intellect and imagination
191
567160
4000
09:31
at their most challenging.
192
571160
2000
09:33
Our ways of approaching agency and authority
193
573160
4000
09:37
turn inside out to reflect the reality
194
577160
4000
09:41
that no one has the answers
195
581160
3000
09:44
to the challenges facing citizens in this century,
196
584160
3000
09:47
and everyone has the responsibility
197
587160
4000
09:51
for trying and participating in finding them.
198
591160
4000
09:55
Bennington would continue to teach the arts and sciences
199
595160
3000
09:58
as areas of immersion that acknowledge differences
200
598160
3000
10:01
in personal and professional objectives.
201
601160
3000
10:04
But the balances redressed,
202
604160
2000
10:06
our shared purposes assume an equal
203
606160
3000
10:09
if not greater importance.
204
609160
2000
10:11
When the design emerged it was surprisingly simple and straightforward.
205
611160
5000
10:16
The idea is to make the political-social challenges themselves --
206
616160
4000
10:20
from health and education
207
620160
2000
10:22
to the uses of force --
208
622160
2000
10:24
the organizers of the curriculum.
209
624160
3000
10:27
They would assume the commanding role of traditional disciplines.
210
627160
3000
10:30
But structures designed to connect, rather than divide
211
630160
5000
10:35
mutually dependent circles,
212
635160
2000
10:37
rather than isolating triangles.
213
637160
3000
10:40
And the point is not to treat these topics
214
640160
3000
10:43
as topics of study,
215
643160
2000
10:45
but as frameworks of action.
216
645160
2000
10:47
The challenge: to figure out what it will take
217
647160
4000
10:51
to actually do something
218
651160
2000
10:53
that makes a significant and sustainable difference.
219
653160
4000
10:57
Contrary to widely held assumptions,
220
657160
3000
11:00
an emphasis on action provides a special urgency to thinking.
221
660160
5000
11:05
The importance of coming to grips with values like justice,
222
665160
5000
11:10
equity, truth,
223
670160
2000
11:12
becomes increasingly evident
224
672160
2000
11:14
as students discover that interest alone
225
674160
4000
11:18
cannot tell them what they need to know
226
678160
3000
11:21
when the issue is rethinking education,
227
681160
3000
11:24
our approach to health,
228
684160
2000
11:26
or strategies for achieving
229
686160
2000
11:28
an economics of equity.
230
688160
2000
11:30
The value of the past also comes alive;
231
690160
4000
11:34
it provides a lot of company.
232
694160
2000
11:36
You are not the first to try to figure this out,
233
696160
3000
11:39
just as you are unlikely to be the last.
234
699160
3000
11:42
Even more valuable,
235
702160
2000
11:44
history provides a laboratory
236
704160
2000
11:46
in which we see played out
237
706160
3000
11:49
the actual, as well as the intended
238
709160
3000
11:52
consequences of ideas.
239
712160
3000
11:55
In the language of my students,
240
715160
2000
11:57
"Deep thought matters
241
717160
2000
11:59
when you're contemplating what to do
242
719160
2000
12:01
about things that matter."
243
721160
3000
12:04
A new liberal arts that can support this
244
724160
2000
12:06
action-oriented curriculum
245
726160
2000
12:08
has begun to emerge.
246
728160
2000
12:10
Rhetoric, the art of organizing the world of words
247
730160
4000
12:14
to maximum effect.
248
734160
2000
12:16
Design, the art of organizing the world of things.
249
736160
5000
12:21
Mediation and improvisation
250
741160
2000
12:23
also assume a special place in this new pantheon.
251
743160
5000
12:28
Quantitative reasoning attains its proper position
252
748160
3000
12:31
at the heart of what it takes to manage change
253
751160
4000
12:35
where measurement is crucial.
254
755160
2000
12:37
As is a capacity to discriminate
255
757160
3000
12:40
systematically between what is at the core
256
760160
3000
12:43
and what is at the periphery.
257
763160
2000
12:45
And when making connections is of the essence,
258
765160
3000
12:48
the power of technology emerges with special intensity.
259
768160
5000
12:53
But so does the importance of content.
260
773160
3000
12:56
The more powerful our reach,
261
776160
2000
12:58
the more important the question "About what?"
262
778160
4000
13:02
When improvisation, resourcefulness, imagination are key,
263
782160
4000
13:06
artists, at long last,
264
786160
3000
13:09
take their place at the table,
265
789160
2000
13:11
when strategies of action are in the process of being designed.
266
791160
6000
13:17
In this dramatically expanded ideal
267
797160
2000
13:19
of a liberal arts education
268
799160
2000
13:21
where the continuum of thought and action is its life's blood,
269
801160
4000
13:25
knowledge honed outside the academy
270
805160
3000
13:28
becomes essential.
271
808160
2000
13:30
Social activists, business leaders,
272
810160
3000
13:33
lawyers, politicians, professionals
273
813160
2000
13:35
will join the faculty as active and ongoing participants
274
815160
5000
13:40
in this wedding of liberal education to the advancement of the public good.
275
820160
4000
13:44
Students, in turn, continuously move outside the classroom
276
824160
5000
13:49
to engage the world directly.
277
829160
3000
13:52
And of course, this new wine
278
832160
3000
13:55
needs new bottles
279
835160
2000
13:57
if we are to capture the liveliness and dynamism
280
837160
4000
14:01
of this idea.
281
841160
2000
14:03
The most important discovery we made
282
843160
2000
14:05
in our focus on public action
283
845160
3000
14:08
was to appreciate that the hard choices
284
848160
3000
14:11
are not between good and evil,
285
851160
3000
14:14
but between competing goods.
286
854160
3000
14:17
This discovery is transforming.
287
857160
3000
14:20
It undercuts self-righteousness,
288
860160
2000
14:22
radically alters the tone and character of controversy,
289
862160
4000
14:26
and enriches dramatically
290
866160
2000
14:28
the possibilities for finding common ground.
291
868160
3000
14:31
Ideology, zealotry,
292
871160
2000
14:33
unsubstantiated opinions simply won't do.
293
873160
5000
14:38
This is a political education, to be sure.
294
878160
4000
14:42
But it is a politics of principle,
295
882160
3000
14:45
not of partisanship.
296
885160
2000
14:47
So the challenge for Bennington is to do it.
297
887160
3000
14:50
On the cover of Bennington's 2008 holiday card
298
890160
4000
14:54
is the architect's sketch of a building
299
894160
2000
14:56
opening in 2010
300
896160
2000
14:58
that is to be a center for the advancement
301
898160
2000
15:00
of public action.
302
900160
2000
15:02
The center will embody and sustain this new educational commitment.
303
902160
5000
15:07
Think of it as a kind of secular church.
304
907160
3000
15:10
The words on the card describe what will happen inside.
305
910160
4000
15:14
We intend to turn the intellectual
306
914160
2000
15:16
and imaginative power, passion and boldness
307
916160
3000
15:19
of our students, faculty and staff
308
919160
4000
15:23
to developing strategies
309
923160
2000
15:25
for acting on the critical challenges of our time.
310
925160
4000
15:29
So we are doing our job.
311
929160
3000
15:32
While these past weeks have been a time
312
932160
2000
15:34
of national exhilaration in this country,
313
934160
3000
15:37
it would be tragic if you thought this meant
314
937160
3000
15:40
your job was done.
315
940160
2000
15:42
The glacial silence we have experienced
316
942160
3000
15:45
in the face of the shredding of the constitution,
317
945160
3000
15:48
the unraveling of our public institutions,
318
948160
3000
15:51
the deterioration of our infrastructure
319
951160
2000
15:53
is not limited to the universities.
320
953160
2000
15:55
We the people
321
955160
2000
15:57
have become inured to our own irrelevance
322
957160
4000
16:01
when it comes to doing anything significant
323
961160
2000
16:03
about anything that matters
324
963160
2000
16:05
concerning governance,
325
965160
2000
16:07
beyond waiting another four years.
326
967160
3000
16:10
We persist also
327
970160
3000
16:13
in being sidelined by the idea of the expert
328
973160
3000
16:16
as the only one capable of coming up with answers,
329
976160
3000
16:19
despite the overwhelming evidence to the contrary.
330
979160
5000
16:24
The problem is there is no such thing
331
984160
5000
16:29
as a viable democracy made up of experts,
332
989160
4000
16:33
zealots, politicians and spectators.
333
993160
4000
16:37
(Applause)
334
997160
7000
16:44
People will continue and should continue
335
1004160
2000
16:46
to learn everything there is to know about something or other.
336
1006160
3000
16:49
We actually do it all the time.
337
1009160
3000
16:52
And there will be and should be
338
1012160
2000
16:54
those who spend a lifetime
339
1014160
2000
16:56
pursuing a very highly defined area of inquiry.
340
1016160
4000
17:00
But this single-mindedness will not yield
341
1020160
3000
17:03
the flexibilities of mind,
342
1023160
2000
17:05
the multiplicity of perspectives,
343
1025160
3000
17:08
the capacities for collaboration and innovation
344
1028160
3000
17:11
this country needs.
345
1031160
2000
17:13
That is where you come in.
346
1033160
2000
17:15
What is certain is that the individual talent
347
1035160
4000
17:19
exhibited in such abundance here,
348
1039160
3000
17:22
needs to turn its attention
349
1042160
3000
17:25
to that collaborative, messy, frustrating,
350
1045160
4000
17:29
contentious and impossible world
351
1049160
3000
17:32
of politics and public policy.
352
1052160
2000
17:34
President Obama and his team
353
1054160
3000
17:37
simply cannot do it alone.
354
1057160
3000
17:40
If the question of where to start seems overwhelming
355
1060160
4000
17:44
you are at the beginning, not the end of this adventure.
356
1064160
3000
17:47
Being overwhelmed is the first step
357
1067160
3000
17:50
if you are serious about trying to get at things that really matter,
358
1070160
4000
17:54
on a scale that makes a difference.
359
1074160
3000
17:57
So what do you do when you feel overwhelmed?
360
1077160
3000
18:00
Well, you have two things.
361
1080160
3000
18:03
You have a mind. And you have other people.
362
1083160
3000
18:06
Start with those, and change the world.
363
1086160
5000
18:11
(Applause)
364
1091160
3000
About this website

This site will introduce you to YouTube videos that are useful for learning English. You will see English lessons taught by top-notch teachers from around the world. Double-click on the English subtitles displayed on each video page to play the video from there. The subtitles scroll in sync with the video playback. If you have any comments or requests, please contact us using this contact form.

https://forms.gle/WvT1wiN1qDtmnspy7