Latest posts by The Octant (see all)
- Reflections on Fulbright University Vietnam: How Should We Engage With Other Asian Liberal Arts Institutions? - June 21, 2019
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- Taking a Gap Year [EYW 2018] - May 20, 2018
Story by Michael Moore-Jones, Guest Contributor
As part of the inaugural classes’ orientation week in June 2013 we sat through a lecture by Professor of Humanities (Literature in English) Rajeev Patke titled “The Liberal Arts: Making the Most of Your Yale-NUS College Education.” I don’t remember much from the lecture in what was a week far-too-filled with them. But what strikes me now, at the beginning of my final year at college, is how there was probably no more a prescient lecture that could have been delivered to an incoming class of students. Education isn’t something that merely happens to us; we must reach out and grab it. Guidance on how to do so is what I for one most needed at the start of my time here.
At that point I felt I had a good grasp on what the liberal arts were. They were one half of my decision to come to Yale-NUS, the other being its location in Singapore. My desire to study the liberal arts had arisen from feeling restricted when I looked at university study in New Zealand or elsewhere in Asia—I didn’t want to specialize yet. I didn’t want to spend my four years studying solely law or International Relations, and coming out with very little idea of anything besides. I still wanted to take more literature classes, some history, philosophy and economics, and, who knows, maybe even some cosmology.
What I also knew was that companies want graduates who have studied the liberal arts. The admissions office here at Yale-NUS, and every other small liberal arts college I looked at, stressed that the liberal arts would give me skills and knowledge that were in short supply. Liberal arts graduates were perfectly suited to be leaders, because they would have—and these are Yale-NUS’s words—“the appreciation and understanding of breadth and complexity of issues, capacity for critical thinking and problem solving, and effective communication and leadership skills.” Yale-NUS called those three components the “critical outcomes of a traditional liberal arts education.” Surprise! They are precisely the three things we’re told companies today need in their leaders. All this gave me a strong (if vague) sense that as a liberal arts graduate I’d leap ahead of all those who had done specialist degrees.
Yale-NUS made an effort to describe the other ways that a liberal arts education would benefit us, capturing this idea in the phrase “Four years to transform your life”. But after my first week at the College, I quickly began to forget about this amidst classes, extracurriculars, and the pressure from CIPE to start planning out my next summer. I wanted my life transformed, but it became difficult to transform anything apart from my next essay as life became a string of deadlines and events.
What also began to happen was that the pinnacle of each academic year became a prestigious internship or an exciting international “opportunity”. Dining hall conversation began to turn to this topic from the end of first semester, and reached fever-pitch a few weeks into second semester. CIPE’s events talked about the importance of internships in setting us up for careers. Thanks to the subtle pressures within each semester at Yale-NUS, I started to think that the purpose of my education was to fast-track my career. I began to confuse “transforming my life” with getting a prestigious job. The lines began to blur, and I found myself taking classes I didn’t particularly care for but which would look good on my resume; I found myself choosing a major based on what was most relevant to the job I expected to get after graduating.
I now find myself with one year left to “transform my life”. In my junior year I realized that it is for a very good reason that the liberal arts and residential colleges go together. A college is a microcosm of life, where you are exposed to people and to life, where everything and everyone is closer. The beauty of a liberal arts college is that you are given an environment in which to make sense of all those conversations, emotions, and relationships, where books shed light on your life in dining halls, suites, and behind closed doors. At what other point in our lives will we have the space, the time and resources to figure out what we like and dislike, what we want and do not want?
As I wrote in an article last semester, “The liberal arts and sciences are not a unique selling point for a resume, or a euphemism for an elite college. They are about having freedom—four years of freedom—to learn about ourselves and our own minds so that we can approach everything else we do in life with solid foundations.” And the thing I’d repeat to myself, if I was to do-over my first two years at Yale-NUS, is that nothing is more important than building those foundations. A career can rest on them, but the foundations of who you are as a person cannot rest on a career.
The essays and assignments, events and pressures won’t disappear during these four years. But what can change is our understanding of what all this time is for, and how we choose to respond to unavoidable pressures. That is something we all can grasp, and is the starting point for taking control of the books we read, the conversations we have, the time we spend, and, most importantly, the ways we learn to live our lives.