Strengthening our democracy necessitates an increase in liberal arts education (and financial support)
In the aftermath of World War II, higher education in the United States underwent a significant transformation. This transformation, which began in the 1940s, was largely driven by the federal government's initiatives, such as the Servicemen's Readjustment Act of 1944, more commonly known as the GI Bill. The GI Bill made higher education accessible to millions of veterans, enabling them to retrain for civilian jobs and life.
Prior to this, higher education was primarily a pursuit of the elite. However, the GI Bill, coupled with the Morrill Act of 1862, which established land grant universities throughout the country, aiming to make higher education in agriculture and technical arts accessible to a wider population, marked a turning point. Higher education was increasingly viewed as a ticket to the middle class, and this perspective persisted from 1945 to 1978 as public higher education expanded.
Interestingly, there is an interesting parallel between the dismantling of the liberal arts and humanities and a preference for authoritarianism. Over the past few decades, there has been a shift in emphasis from graduating democratic citizens who are critical thinkers to producing people trained in job and technical skills. This shift has coincided with the rise of American fascism, a phenomenon that some argue has been enabled by the defunding and closing of liberal arts and humanities programs that were created as a 'prophylaxis to fascism'.
This decline in public funding of higher education began in earnest in 1980 with the election of Ronald Reagan. The federal government, which once encouraged many people to attend college, began to retreat from its support of higher education. The result has been a gradual erosion of the liberal arts and humanities, and a focus on vocational and technical education.
In the present day, the United States finds itself in a Constitutional crisis that threatens to bring us into authoritarianism. It is worth noting that 73.8 million people voted for the candidate who has pushed the nation towards authoritarianism, and many of these voters are whites who did not attend college.
Meanwhile, across the English-speaking world, universities are closing, shutting down humanities and social science programs, and the liberal arts are being dismantled by budget cuts and reorganization. This trend, if left unchecked, could have far-reaching consequences for democracy and the development of critical thinkers.
The German federal government, in the aftermath of World War II, motivated many people to attend college primarily to promote economic recovery, social mobility, and reconstruction. These reasons were publicly documented as part of educational policy and reconstruction efforts in post-war Germany. It is a reminder that investment in higher education can have profound and lasting benefits for society as a whole.
As we navigate these challenging times, it is crucial that we reflect on the role of higher education in shaping our society and our democracy. The decline of public funding of higher education and the dismantling of the liberal arts and humanities should be a cause for concern for all who value democracy and critical thinking.
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