I suppose it is that much-distorted word "liberal" that makes some mistakenly believe that a liberal arts faculty or a liberal arts education is narrow or exclusive or "leftist." Contemporary usage has shifted so far from the original meaning of this word in politics--it once meant a middle-of-the-road, middle-class reformer--that an unwary reader might think "liberal arts" meant something like "socialist arts" or "elitist arts."

But in this context, of course, the word "liberal" means something like "generous"--broadly distributed, freely offered, generously provided--as in the phrase, "he spread his money with a liberal hand." While "liberal arts faculty" might introduce a certain limitation--perhaps only the humanities and social sciences--a "liberal arts education" based in something like our own core curriculum includes coursework in the sciences, arts, humanities, social sciences, health sciences, etc.

The "generous arts" have formed the core of university learning for a long time--and here's a good short take on why. This is an excerpt from a posting to "Tomorrow's Professor, " from an article by Jerry G. Gaff, senior scholar, Association of American Colleges and Universities, appearing in, Peer Review, Fall 2004, Volume 7, Number 1. (Copyrighted, of course--please note I intend this as "fair use"!)

NO QUARTER
Anne Wallace

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When an institution's faculty and other constituencies are asked what is most important for their students to learn, they typically put the liberal arts and sciences--their content, methods, and perspectives--at the top of the list. For example, they commonly decide to emphasize knowledge of history and culture and of science and mathematics; skills such as logical and critical thinking and communication; and knowledge about diversity, intercultural skills, and engagement in the local community. Indeed, there appears to be a convergence about what used to be called the "marks of an educated person" across a wide variety of groups. Leaders of the professional accreditation bodies for business, education, engineering, and nursing have declared the qualities of liberal education to be central to the successful practice of all those professions. They and their colleagues in regional accrediting and in several educational associations have agreed that students should acquire the !
following attributes: breadth of knowledge and capacity for lifelong learning; abilities to analyze, communicate, and integrate ideas; and effectiveness in dealing with values, relating to diverse individuals, and developing as individuals (AAC&U 2004a).

The General Education We Need Today

Why are liberal and general educational outcomes valued so highly today? In part, it is because the United States has moved from an agrarian economy, through an industrial economy, to a knowledge-based economy. Labor economists have determined that, for a knowledge-based economy where many people work on solving unscripted problems, a liberal education is excellent preparation for the best careers (Carnevale and Strohl 2001). These views reverse the old saw, derived from the time of the industrial economy, that liberal and general education are impractical, irrelevant, or unnecessary and that only the major or professional preparation is of value. Indeed, a contemporary liberal or general education may be the most useful career preparation for the knowledge-based economy.

In addition, this nation is far more diverse than it ever has been, and it is engaged in global affairs in regard to such matters as defense, the environment, health, and justice. Educated people need to be able to understand the similarities and differences among people and to develop the capacities to bring different people together to solve problems, whether in the workplace, one's community, or internationally.