Media, Journalism, and Communication
Mercer Schuchardt
Look in your college viewbook or website, and somewhere you’ll find one of the ultimate goals of your institution: to turn you into a lifelong learner. Your school says this, like most schools do, because it is indeed a noble and worthy aspiration. The only problem is that your school, like most schools these days, has no real idea how to achieve it.
But the ancient world did have a program. Around five hundred years before Christ, and fifty years before Malachi wrote his last prophetic words, the ancient Greeks devised a system that would guarantee the student, regardless of grade-point average, to become a lifelong learner. They understood that in order to teach the student the maximum number of individual-to-particular relations using the fewest number of subject areas, they would have to create a system that was cumulative, integrative, and irreducibly complex. In what later evolved into today’s modern university, their system stood for centuries as the one best way to impart the knowledge of unity in all the diversity of the world around them.
This system, of course, was the original liberal arts. The liberal arts (Latin: artes liberales) were those subjects worthy and essential for a free person to know in order to participate in civic life, such as debating in public, defending yourself in court, serving on a jury, and doing your military service. Liberal arts didn’t just mean free; it also meant the opposite of the servile arts (Latin: artes vulgares). If you were free, you studied these particular subjects to understand the entire cosmos and increase your wonder at the beauty, goodness, and intricacy of the created world. If you were not free, then you were a slave, and you studied the servile arts in order to better serve your masters. The world was divided into the power relationship of master or slave, and if you wanted to maintain your freedom, it behooved you to study well.