The Teagle Discussion on Re-evaluating the Undergraduate Economics Major
Edited by David Colander and KimMarie McGoldrick
Chapter 11: Economics and Liberal Education: Why, Where, and How
11. Economics and liberal education: why, where, and how Michael K. Salemi The aim of liberal education, however, is not to produce scientists. It seeks to develop free human beings who know how to use their minds and are able to think for themselves. Its primary aim is not the development of professional competence, although a liberal education is indispensible for any intellectual profession. It produces citizens who can exercise their political liberty responsibly. It develops cultivated persons who can use their leisure fruitfully. It is an education for all free men, whether they intend to be scientists or not. (Adler, “What is Liberal Education?”)1 All of this, I think, leads directly to the heart of the matter: that vocational training is training for work or labor; it is specialized rather than general; it is for an extrinsic end; and ultimately it is the education of slaves or workers. And from my point of view it makes no difference whether you say slaves or workers, for you mean that the worker is a man who does nothing but work – a state of affairs which has obtained, by the way, during the whole industrial period, from its beginning almost to our day. Liberal education is education for leisure; it is general in character; it is for an intrinsic and not an extrinsic end; and, as compared with vocational training, which is the education of slaves and workers, liberal education is the education of free men. (Adler, “Labor, Leisure, and Liberal...
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