Universities: Nurturing critical thinking
Written by The Star Wednesday, 11 May 2011 00:00
THERE is no doubt that the subjects of Liberal Arts education, such as Philosophy, Ethics, Logic, Sociology, Anthropology, etc, -- the Humanities as a whole -- is the branch of knowledge that specifically deals with the study of what makes us human.
Hence, the value and importance of a Liberal Arts education.
In the words of Michael Roth, President of Wesleyan University: "Liberal learning introduces them to books and music, the science and philosophy that form disciplined yet creative habits of mind that are not reducible to the material circumstances of one's life (though they may depend on those circumstances)... The habits of mind developed in a liberal arts context often result in combinations of focus and flexibility that make for intelligent, and sometimes courageous risk-taking for critical assessment for those risks."
A Liberal Arts' education is the source of critical thinking. Critical thinking is the capacity to think independently beyond the ordinary conception of prevailing reality.
Its mind is reason; while its heart is humanism. The precise utilisation of critical thinking will undeniably lead our students to the joys of critical analysis which in turn will certainly give them the philosophical tools necessary and pertinent for the conscious and bold exercise of complex insights.
In the words of Chris Hedges, "The capacity to think is the only bulwark against any centralised authority that seeks to impose mindless obedience. There is a huge difference, as Socrates understood, between teaching people what to think and teaching them how to think."
It is in this exact sense that I overwhelmingly subscribe to the contention advanced by Professor Azhari-Karim of Universiti Sains Malaysia Penang ("Arts on the losing end" -- NST, May 9).
He said, "One way is to teach Philosophy once again. This subject has been long absent from the curriculum for undergraduates. The idea is to refocus attention on the Arts and Sciences as being in the very rubric of knowledge and re-emphasise the philosophy of knowledge as a starting point for all academic pursuits."
This is in conformity with the argument of Ganesan Odayappen ("Education is beyond race and politics" -- NST, May 2,) of Kuala Lumpur who said in his letter: "When we talk about educating a nation, we must understand clearly what it means, how it is going to be achieved and its objectives. A nation which is striving to be a developed one needs tremendous human intellect and knowledge."
A Liberal Arts education is absolutely necessary for the continuous progression and development of a country. There is no shadow of doubt that this type of education, which centres on humanism and universal reason, is truly beyond race, politics, religion, sex, gender, cultural background and other discriminatory categories.
Humanism is the study of being a good man in the truest sense of the word; while the central aim of a Liberal Arts education is to further cultivate and harness the humanity of Man's humanism.
