Neoliberalism and american liberal arts education a clash of values

Hue University Univerisity of Foreign Languages & International Studies Department of Internatinal Studies  DO TRONG NHAT LONG NEOLIBERALISM AND AMERICAN LIBERAL ARTS EDUCATION: A CLASH OF VALUES? GRADUATION THESIS Hue, Academic year: 2019 – 2023 LỜI CAM ĐOAN Tôi xin cam đoan kết đạt khóa luận sản phẩm riêng cá nhân, không chép lại người khác Tất tài liệu tham khảo có xuất xứ rõ ràng trích dẫn hợp pháp Huế, ngày 15 tháng năm 2023 Sinh viên thực Đỗ Trọng Nhật Long ii ACKNOWLEDGEMENTS Firstly, I would like to express my sincere gratitude to my thesis advisor, Mr Nguyen Khanh, for his invaluable guidance, support, and encouragement throughout the research process His expertise, feedback, and constructive criticism have been instrumental in shaping the direction and content of this thesis Secondly, I would like to thank my family and friends for their unwavering support and encouragement throughout my academic journey Their love and encouragement have been a source of inspiration and motivation Finally, I would like to express my appreciation to the academic staff at the International Studies Department of the University of Foreign Languages and International Studies, Hue University for providing a conducive environment for research and learning Thank you all for your contributions to the completion of this thesis iii ABSTRACT American liberal arts education has long been seen as a bastion of critical thinking, intellectual curiosity, and the pursuit of knowledge for its own sake However, in recent years, the rise of neoliberalism has led to a clash of values between these two paradigms This study aims to explore this clash, examining the theoretical framework of neoliberalism and liberal arts education, the intersection between these two paradigms, and the impact of neoliberalism on the provision of liberal arts education in America Therefore, to clarify these key points, I organized the research in four parts The first part provides an overview of neoliberalism, tracing its origins and history in America, and outlining its key values and principles Additionally, this chapter examines the history and outlines key values and features of liberal arts education The second part explores the intersection between neoliberalism and liberal arts education in America, examining the shared values and principles, as well as the tensions between these two paradigms This part also provides an overview of the critiques of both neoliberalism and liberal arts education, considering the potential implications of these critiques for the intersection of these two paradigms The third part examines the impact of neoliberalism on the provision of liberal arts education in America Specifically, this part considers the impact of neoliberalism on the liberal arts curriculum, pedagogy, and students The final part offers conclusions and implications for the intersection of neoliberalism and liberal arts education Drawing on the theoretical and analytical insights developed in the preceding chapters, this part further considers the potential prospect of liberal arts education regardless of neoliberalism’s dominance iv TÓM TẮT Nền giáo dục khai phóng Hoa Kỳ từ lâu coi thành trì tư phản biện, tị mị trí tuệ việc theo đuổi kiến thức lợi ích Tuy nhiên, năm gần đây, lên chủ nghĩa tân tự dẫn đến mâu thuẫn hai mơ hình giá trị Nghiên cứu nhằm khám phá xung đột này, điều tra khung lý thuyết chủ nghĩa tân tự giáo dục khai phóng, giao thoa hai mơ hình tác động chủ nghĩa tân tự việc triển khai giáo dục khai phóng Mỹ Do đó, để làm rõ điểm này, tơi tổ chức luận thành bốn phần Phần cung cấp nhìn tổng quan chủ nghĩa tân tự do, theo dõi nguồn gốc lịch sử Mỹ, phác thảo giá trị ngun tắc Ngồi ra, chương xem xét phần lịch sử phát thảo giá trị đặc điểm giáo dục khai phóng Phần thứ hai khám phá giao thoa chủ nghĩa tân tự giáo dục khai phóng Mỹ, xem xét giá trị nguyên tắc chung, căng thẳng hai mô hình Phần cung cấp nhìn tổng quan lời phê bình chủ nghĩa tân tự giáo dục khai phóng, xem xét tác động tiềm ẩn lời phê bình giao thoa hai mơ hình Phần thứ ba xem xét tác động chủ nghĩa tân tự việc triển khai giáo dục khai phóng Mỹ Cụ thể, phần xem xét tác động chủ nghĩa tân tự chương trình giảng dạy, phương pháp sư phạm sinh viên giáo dục khai phóng Phần cuối đưa kết luận tác động giao thoa chủ nghĩa tân tự giáo dục khai phóng Dựa hiểu biết lý thuyết phân tích phát triển chương trước, phần xem xét thêm triển vọng tiềm giáo dục khai phóng mà thống trị chủ nghĩa tân tự v TABLE OF CONTENTS LỜI CAM ĐOAN ii ACKNOWLEDGEMENTS iii ABSTRACT iv TÓM TẮT v LIST OF ABBREVIATIONS viii 1.1 Background of the research 1.2 Aims of the research 1.3 Research questions 1.4 Scope of the research 1.5 Significance of the research 1.6 Research methodology 1.7 Structure of the research CHAPTER 2: THEORETICAL FRAMEWORK .10 2.1 Overview of neoliberalism 10 2.1.1 Origins and history of neoliberalism in America .10 2.1.2 Key values and principles of neoliberalism 14 2.2 Overview of liberal arts education 17 2.2.1 Origins and history of liberal arts education 17 2.2.2 Key values and features of liberal arts education .23 CHAPTER 3: THE INTERSECTION BETWEEN NEOLIBERALISM AND LIBERAL ARTS EDUCATION IN AMERICA 27 3.1 Shared values and principles 27 3.2 Tensions between neoliberalism and liberal arts education 30 vi 3.3 Critiques of neoliberalism and liberal arts education 34 CHAPTER 4: THE IMPACT OF NEOLIBERALISM ON THE PROVISION OF LIBERAL ARTS EDUCATION IN AMERICA 39 4.1 Neoliberalism and the liberal arts curriculum in America 39 4.2 Neoliberalism and liberal arts pedagogy in America 41 4.3 The impact of neoliberalism on American liberal arts students 44 CHAPTER 5: CONCLUSIONS AND IMPLICATIONS 47 5.1 Conclusions 47 5.2 Implications 50 5.3 Limitations 50 5.4 Suggestions for future research 51 REFERENCES 52 vii LIST OF ABBREVIATIONS IMF International Monetary Fund WB World Bank US United States AAC&U Association of American Colleges and Universities STEM Science, Technology, Engineering and Mathematics NAICU National Association of Independent Colleges and Universities MIT Massachusetts Institute of Technology ICAC International Center for Academic Integrity AAUP American Association of University Professors NCES National Center for Education Statistics viii CHAPTER 1: INTRODUCTION 1.1 Background of the research First, neoliberalism is an economic and political ideology that emphasizes free-market capitalism, limited government intervention, and individual responsibility (Harvey, 2005) This ideology gained prominence in the 1970s and 1980s, following a period of economic stagnation and political turmoil in many countries (Mirowski, 2013) One of the key tenets of neoliberalism is the belief in the efficacy of free markets According to this view, markets are self-regulating and efficient, and government intervention can only serve to distort the natural workings of the market (Friedman, 2020) Advocates of neoliberalism argue that deregulation, privatization, and trade liberalization are necessary to promote economic growth and improve living standards (Hayek, 1976) However, critics of neoliberalism have pointed to a number of negative consequences associated with this ideology One of the most significant of these is growing income inequality Scholars have shown that neoliberal policies often benefit the wealthiest members of society, while leaving the poorest behind (Stiglitz, 2012) Moreover, some scholars have argued that neoliberalism can lead to a decline in democratic institutions, as governments become more focused on promoting the interests of corporations and the wealthy (Harvey, 2005) Despite these criticisms, neoliberalism has remained a dominant force in global economic and political discourse Some scholars argue that this is due in part to the influence of powerful corporations and wealthy individuals, who have used their financial resources to promote neoliberal policies (Mirowski, 2013) Others suggest that the persistence of neoliberalism is due to the absence of viable alternatives, as many countries have struggled to develop alternative economic and political models (Harvey, 2005) In recent years, however, there has been growing resistance to neoliberalism, both in the Global North and South Scholars have noted the rise of social movements and political parties that reject neoliberalism, and advocate for greater economic equality and democratic participation (Klein, 2017) These movements have been fueled in part by the failure of neoliberal policies to address pressing social and environmental issues, such as climate change and poverty (Stiglitz, 2019) Overall, neoliberalism has been a dominant economic and political ideology for several decades While proponents argue that free markets and limited government intervention are necessary for economic growth and prosperity, critics have pointed to the negative consequences of neoliberal policies, including growing income inequality and a decline in democratic institutions Despite growing resistance to neoliberalism, the ideology remains influential in many countries, and the debate over its merits and drawbacks is likely to continue for years to come Second, the liberal arts have historically encompassed a wide range of academic disciplines including humanities, social sciences, natural sciences, and mathematics However, the term “liberal arts” can be difficult to understand due to its roots in the Latin phrase artes liberales, which emphasizes the acquisition of skills for living freely and fully (Cronon, 1998) The liberal arts education aims to foster a more profound and enriching human experience, providing students with a broad understanding of the world and encouraging them to become critical thinkers (Humboldt, 2008) While some have attempted to rebrand liberal arts education as “education that works” or “education for leadership,” the legacy term continues to be valued due to its rich history and interdisciplinary approach to education (Nussbaum, 2016) Despite the challenges of explaining the term, liberal arts education remains an important component of higher education in providing students with the necessary skills to become well-rounded and thoughtful individuals Regarding the definition of liberal arts education, while traditionally liberal arts education has been defined in terms of subject matter or curriculum, Nugent (2015) notes that in recent years there has been a shift towards defining liberal arts education based on its pedagogical methods rather than on subject matter alone This means that Secondly, liberal arts education contributes significantly to the economy, especially in a knowledge-based economy, with approximately one-third of Fortune 1,000 and Fortune 500 CEOs holding liberal arts degrees (Nugent, 2015) Liberal arts graduates also tend to earn higher salaries over time than their more specialized peers (Carnevale et al., 2013), thanks to their adaptability to different positions and responsibilities As Richard Florida, a socialogist, has further claimed, “human creativity is the ultimate economic resource,” demonstrating critical thinking, communication, and cooperation is not only essential for success the current economy but also as a foundation for outperformance in emerging sectors Therefore, the economic prospects of liberal arts education are not only optimistic but also vital for individual and societal prosperity in the future Thirdly, liberal arts courses are crucial in strengthening graduates’ social connections and interpersonal skills, which are essential in today’s diverse and multicultural society According to AAC&U’s 2013 study, 67% of employers highly value cooperation and collaboration abilities, which are fundamental to liberal arts degrees In today’s interconnected and fast-paced world, effective teamwork and cooperation allow individuals to combine their unique perspectives and capabilities to solve problems and accomplish shared goals that frequently require multidisciplinary methods and multiple approaches Additionally, the cultural awareness could help graduates in promoting positive attitudes towards out-group members and even making a positive impact on their lives, especially in the light of America’s history of discrimination and inequality Hence, liberal arts education not only readies individuals for their careers but also empowers them to contribute to their communities in meaningful ways Fourthly, a liberal arts education prepares individuals with the critical competencies necessary for success in today’s global context when employers are increasingly seeking candidates with a range of skills and knowledge beyond the technical expertise specific to a profession (British Council, 2013) Indeed, due to globalization, over 90% of the knowledge created globally is not generated in the area most needed (Gibbons, 1998) Consequently, it is crucial to have individuals who can 49 obtain information from anywhere in the world to solve problems, and own intercultural literacy and cross-cultural communication skills, which are fundamental competencies for individuals and companies to thrive in the global economy (Luckett, 2021) In addition, due to the extensive international interaction, with over two-thirds of employers frequently working with foreign colleagues and more than half of them often communicating with partners and clients abroad, graduates who acquire general and professional knowledge through the curriculum might perfectly meet these global demands and achieve their strategic goals (British Council, 2013) 5.2 Implications This research paper provides a comprehensive analysis of reliable data, as well as original insights and perspectives, that can contribute to a deeper understanding of the clash of values between neoliberalism and American liberal arts education The recommendations and opinions presented in this study are grounded in rigorous research and offer innovative solutions for addressing the complex issues at the intersection of these two ideologies As such, it is recommended that these insights be given careful consideration and implemented to the extent feasible, given their potential to advance scholarship and practice in this field This research is particularly relevant for students, teachers, scholars, and practitioners who seek to better understand the underlying tensions and challenges facing liberal arts education in the current political and economic climate By providing a detailed analysis of the key issues and suggesting concrete evidence, this research paper contributes to the ongoing debate about the future of liberal arts education in democratic societies 5.3 Limitations This thesis acknowledges certain limitations that should be considered when interpreting its implications Firstly, the research exclusively focuses on the American context and may not be applicable to other countries or cultures As such, the findings and recommendations may not necessarily be generalizable to other educational systems or contexts Secondly, given the breadth and complexity of the topic at hand, this study may not offer an exhaustive analysis of all relevant factors 50 and perspectives Lastly, it is important to note that this research is primarily based on secondary sources, and therefore the interpretation and analysis of the data may be subject to the biases and perspectives of the original authors of those sources While the research is founded upon rigorous analysis and careful attention to the available data, these limitations should be taken into account when evaluating the implications and recommendations presented herein 5.4 Suggestions for future research As mentioned previously, the study aims to examine the clash of values between neoliberalism and American liberal arts education As a result, there is a need for further research on the intersection of neoliberalism and liberal arts education, particularly in other contexts beyond the US Future studies could also consider the impact of neoliberalism on specific disciplines within the liberal arts, such as the arts or humanities Additionally, there is a 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