As the humanities and liberal arts are downsized, privatized, and

In the words of Henry Giroux, we are confronted with the harsh reality that the humanities and liberal arts, once pillars of education, are now being downsized, privatized, and commodified. These disciplines, which traditionally offered students the opportunity to engage deeply with questions of intellect, civics, and morality, are increasingly being reduced to mere tools for economic productivity. Giroux’s reflection highlights a paradox at the heart of modern higher education: while institutions claim to be preparing students for the future, they are providing them with few of the intellectual, civic, and moral supports that would truly equip them for the challenges of the world ahead. Instead of fostering thoughtful, engaged citizens, universities are becoming factories for the training of workers rather than thinkers—a shift that carries profound consequences for both individual students and society at large.

This paradox is not a new concept. In ancient times, the Greeks placed the highest value on education, not as a means of producing skilled labor, but as a way of shaping individuals who could contribute meaningfully to the polis, or city-state. Plato, in his Republic, argued that education was the means by which individuals could cultivate their reason and learn the virtues necessary to live a just and meaningful life. The humanities—the study of philosophy, ethics, literature, and history—were at the core of this education, for they were seen as the disciplines that shaped not just knowledge, but character. In the modern age, Giroux laments that we are losing sight of this vision of education, one that values the development of the whole person rather than merely the vocational.

Consider the example of Socrates, who spent his days in the Athenian marketplace, engaging others in dialogue about life, virtue, and knowledge. He was not a man of wealth or power, but rather someone who believed that education should cultivate the inner wisdom of the individual, preparing them for their role as a citizen in a democratic society. Socrates did not concern himself with preparing people for a job; instead, he focused on helping them understand their responsibilities to others and the greater good. This form of education was intended to build not just skills but character—a process that is, unfortunately, often neglected in today’s increasingly market-driven educational system.

Aristotle, too, shared this belief that education should be about developing the whole person. He saw the liberal arts—those subjects that engage with the deeper questions of life—as essential for cultivating a person’s ability to reason, to engage in thoughtful debate, and to contribute to society. For Aristotle, education was never about preparing people merely to fill roles in the economy; it was about cultivating virtue, teaching individuals how to live well in a world that was often unjust and unpredictable. In contrast to this ancient vision, Giroux’s critique speaks to a society where the liberal arts are increasingly marginalized, and students are pushed toward disciplines that focus solely on profitability and marketable skills.

The shift that Giroux critiques is not without consequence. As the humanities and liberal arts are diminished, so too is our ability to think critically about the world around us. Consider the story of Albert Einstein, whose work revolutionized our understanding of the universe. Einstein was not only a brilliant physicist but a deeply engaged thinker in areas of philosophy, ethics, and society. His holistic understanding of the world was shaped not just by his scientific knowledge, but by his humanistic exploration of ideas. In the absence of such a broad, integrated education, we risk producing individuals who are technically proficient but lack the capacity for critical thought or moral reflection—qualities that are essential for addressing the complex challenges of our time.

Giroux’s words serve as a warning: without the intellectual, civic, and moral support that a robust education in the humanities provides, we are not truly preparing the next generation for the future. Instead, we risk creating a society of individuals who are skilled in technical fields but lack the wisdom and ethical grounding to navigate the complexities of the world. Education, at its best, should not only prepare students for careers but also for lives of meaning, responsibility, and engagement with the world around them. The loss of the humanities represents the loss of this vital component of education—one that speaks not only to the mind but to the heart and soul of the individual.

The lesson, then, is one of reflection and action. We must seek to revitalize education by returning to its roots, ensuring that students are not only prepared for a job but are equipped with the tools to think critically, act ethically, and contribute meaningfully to society. This means investing in liberal arts education, not as an afterthought or a luxury, but as a foundational part of the learning experience. As citizens of a complex, interconnected world, we must demand that education serve the purpose of cultivating virtuous individuals, not just workers. Let us embrace the wisdom of the ancients and ensure that the next generation is not only skilled but also thoughtful, compassionate, and engaged with the world in a way that serves the common good.