The Unseen Value of a Humanities Education

As university students increasingly rely on generative AI to complete assignments and write papers, educators face a pressing question: how to balance academic rigor with the reality that many students see little value in traditional humanities education. A recent column by Sigal Samuel offers a provocative solution: embracing the true purpose of a humanities education as the cultivation of character, rather than mere product creation.

Samuel argues that modern universities have succumbed to neoliberalism, where departments are judged on their ability to produce “products” – be they literary interpretations or cultural criticism. This view is misguided, says Samuel, citing philosopher Megan Fritts: the humanities’ real aim is the formation of human persons. This vision, rooted in Aristotle’s idea that education should cultivate virtues like honesty and justice, has been lost in today’s utilitarian university.

The consequences are clear: students see no reason to engage with material when they can simply use AI to produce a product. A student at New York University succinctly put it this way: “You’re asking me to go from point A to point B, why wouldn’t I use a car to get there?” This sentiment is telling – and not just because of the utilitarian vision that underlies it.

What’s Lost in the Product-Based Approach

The product-based approach to education has its roots in the idea that knowledge can be compartmentalized and transmitted to students. However, this view neglects the complex, dynamic nature of human experience. As Samuel notes, practical wisdom – or phronesis – is about knowing how to make good judgments in situations where rules may not apply. This kind of deliberation is essential for navigating the rapidly changing world we live in.

The humanities offer a unique space for cultivating this type of wisdom. By engaging with complex texts and ideas, students develop their critical thinking skills and learn to navigate ambiguity. When AI is used as a crutch, these skills atrophy – and so does the ability to make good judgments.

The Role of the Educator

To address this issue, educators should focus on cultivating practical wisdom in their students. This means helping them develop virtues that will serve them well in life – not just in academia. It requires creating space for deliberation and discussion, where students can engage with complex ideas and work through tough problems.

This approach demands a fundamental shift in how we think about education. We must move away from viewing students as mere products to be created and start seeing them as individuals capable of growth and development. This is not just a matter of pedagogy – it’s a philosophical one.

A New Vision for the Humanities

The humanities have always been about more than just imparting knowledge or producing “products.” They’re about cultivating human beings with the capacity to flourish in an uncertain world. By embracing this vision, educators can create spaces where students feel valued and challenged – not just coddled by AI-generated assignments.

Of course, implementing this new approach won’t be easy. There will be pushback from students who see no value in “wasting” time on character development when they could be focusing on job prospects. But educators have a responsibility to provide more than just vocational training – they need to give students the tools to navigate life’s complexities with wisdom and compassion.

Ultimately, this requires a commitment to valuing human flourishing over mere productivity. The question now is: are we up for the challenge?