Liberal Arts – an ideal of general knowledge?
The term Liberal Arts can be interpreted in many different ways – I use it myself when I advocate for students on long degree programmes at Lund University to be allowed to study subjects at other faculties within the framework of their education, to acquire new perspectives and impressions and to broaden their general knowledge.
– Publicerad den 3 april 2018
I have raised this thought at several student pub events during ask-the-dean sessions, and have got positive reactions from students on these occasions. However, I cannot be certain there is a consensus on this among students, as the number of visitors to these events was rather limited.
When I advocate for a Liberal Arts concept, the response is often that many students at the Faculty of Engineering are already studying courses at other faculties, in addition to their regular degree programme.
It is positive that we are making the most of the breadth within Lund University, but we have no statistics on how common this is. Yet studying across disciplinary boundaries should not be only for those with a special interest or deep thirst for knowledge. I want to extend this type of studying and make it compulsory!
There are several reasons why a Liberal Arts concept would be a good idea for the Faculty of Engineering and Lund University. We can generate understanding for other disciplines, we can reinforce the educational ideal of general knowledge, we can make students more attractive to future employers by ensuring they develop as human beings with broader perspectives. After discussions with business and industry, I am convinced that a broader education is seen as positive in very many cases.
Last but not least, we need to increase the common knowledge base in society as a whole, in order to understand one another and to develop both the University and society in a good way.
My proposal applies not only to students at the Faculty of Engineering. Currently, everyone needs some form of basic scientific and technical knowledge to understand climate change, for example, and to be able to work with computers. And conversely: the technology developed here at the Faculty of Engineering, and at companies where our students work, is not independent of the rest of society.
My intention is for the Liberal Arts concept to be implemented reciprocally – engineering students are not the only ones who should study political science or law, for example. Naturally, the Faculty of Engineering would also offer courses for students from other faculties.
We must, of course, think carefully about the precise details of implementation, because one cannot expect to introduce Liberal Arts into degree programmes and course syllabi at the drop of a hat. When we discussed the matter in the dean’s management council, I got the impression that all the LTH deans were positive, but that many issues remain to be solved, as mentioned.
In any event, I hope for a discussion and shared work on the issue of Liberal Arts. We should make the most of the fact that the Faculty of Engineering is part of a broad university – to generate curiosity and reinforce the broad education and general knowledge that, in most cases, results in a better and much more interesting life.
Viktor Öwall
Dean of LTH
PS:
On the subject of broadening views, I hope to be able to resume my book blog soon. Among the works I wrote about in the blog is Robert M Pirsig’s “Zen and the art of motorcycle maintenance” that I promote whenever we discuss quality – for example very recently during the Faculty of Engineering’s away day for heads of department and at the latest meeting of the LTH research council.