The perceived irrelevance of humanities degrees, particularly in fields like philosophy, has fueled discussions about the future of higher education, with some suggesting a radical shift towards introspective, "monastic" models. This perspective argues that the traditional university, once the sole custodian of knowledge, is now challenged by autodidacticism, yet paradoxically, still underpins this very self-directed learning. The central tension lies in redefining the university's purpose: is it a vocational training ground or a space for cultivating deeper values and critical thinking?
Universities, particularly those focused on disciplines like philosophy, face questions about their utility. A degree, it is argued, no longer guarantees enhanced value in the employment market. This disconnect prompts a re-evaluation of what students are truly seeking. There is a palpable desire for a 'low-tech, introspective experience,' even among students not exclusively in elite institutions. This suggests a yearning for what are termed 'head space' and a chance to ponder 'ultimate values'.
Read More: Watertown School Board Bans Student Music; Students Walk Out
The Harmonist points out, "Many monasteries don’t totally reject the latest technology, but they are mindful of how they use it." This cautious approach to technology is seen as crucial. Students, after developing foundational habits and perspectives, could then engage with specialized technologies more responsibly.
The push for relevance has also brought the concept of 'public humanities' to the fore. Efforts are underway to demonstrate how these disciplines address 'fundamental public concerns' and articulate their 'public value'. However, this raises a crucial question: should the public humanities be primarily defined as public services? The emergence of new fields, such as the 'digital humanities', is also posited as a potential pathway to re-establish the relevance of the humanities.
An alternative pedagogical approach suggests focusing on 'legacy projects'. This model would compel students to consider the long-term impact of their actions and the consequences of their lives beyond themselves. Fields like 'Environmental Humanities' and 'Medical Humanities' are seen as particularly well-suited for such an emphasis, inviting a consideration of broader human and non-human futures.
Background: A Perceived Decline and the Search for New Models
The notion that the humanities are in decline stems, in part, from perceptions of their perceived political leanings, economic output, and esoteric nature. Some critics dismiss them as 'too left-wing', 'not sufficiently revenue generating', or 'pompous'. The argument is made that the humanities must forge alliances and contribute to 'multidisciplinary initiatives focused on the numerous crises in humanity, not humanities'.
Read More: First Births Now Delayed to Record 27.5 Years Average Age
The emphasis on disciplinary boundaries and measurable outcomes is seen by some as confining the humanities, limiting their inherent 'fluidity, diversity and broad applications'. This restrictive environment, a kind of 'procrustean bed', is blamed for diminishing their potential.
In this context, the 'monastic' metaphor emerges not as a call for isolation, but as a symbol for intentionality and a structured approach to learning. It represents a potential model for an academic environment that prioritizes deep engagement, ethical reflection, and the cultivation of long-term perspectives, rather than solely immediate vocational application. The underlying concern is that without such a reorientation, the 'viability' of the humanities may indeed be at risk.
