Purposes of College Education: Takeaways from DeVane Lectures

Pericles Lewis, Dean of Yale College, introduced the DeVane Lectures series on "Purposes of College Education" in Battell Chapel, a historic building from the 1870s. The series aims to explore the essence of a college education, particularly the liberal arts education offered at Yale, while also touching on broader aspects of higher education.

Course Overview and Themes

The course will cover several key themes, starting with the internal purposes of education and later moving to its social and economic contexts.

Initial Reflection Exercise

Attendees were asked to reflect on their reasons for attending college or not attending college, and to discuss these reasons with a neighbor. This exercise aimed to stimulate thought on the personal motivations behind pursuing higher education.

Common Reasons for Attending Yale and College in General

Based on previous student responses, common reasons for attending Yale include:

• Community and People: The social environment and connections.
• Academics and Liberal Arts: The quality and type of education offered.
• Opportunity and Prestige: The doors Yale opens and its reputation.
• Athletics: Participation in sports.
• Residential College System and Student Life: The unique living and social structures.

For attending college in general, reasons often cited were:

• Career Opportunities: Gaining better job prospects.
• Academic Skill Development: Enhancing intellectual abilities.
• Social Expectations: Family or societal pressure to attend.
• Future Improvement: Seeking a better life than previous generations.
• Community and Leadership: Opportunities for engagement and development.
• Philosophical Growth: Becoming more open-minded, a better person, and acquiring well-rounded knowledge.

Internal Purposes of Education (September-November)

The initial part of the course will focus on the intrinsic value of education, regardless of its external benefits.

Character

The first topic is the education of character. This involves a debate on whether universities should help students develop moral uprightness and decision-making skills, and if they are even capable of doing so, given the age of most incoming students. The discussion will consider the neurological development of young adults (18-25), suggesting they are still "plastic" and capable of significant change.

A quote from Marcel Proust's painter highlights the idea that youthful mistakes, though unpleasant in retrospect, are crucial for shaping a wise individual. The challenge for contemporary students, however, is that social media often permanently records these errors, making it harder to learn from them privately. The course will explore how college can facilitate personal change and growth.

Community

The concept of community will be examined, acknowledging its positive aspects while also exploring potential downsides, such as rigid norms leading to conformity or exclusionary practices. John Stuart Mill's "On Liberty" will be referenced to discuss the importance of "experiments of living" and allowing diverse characters to flourish.

The American college system, particularly residential campuses, offers a unique period for students to explore different ways of life before fully entering adulthood. The course will consider how modern factors like social media and career pressures might diminish this opportunity for experimentation.

Citizenship

The historical link between liberal education and preparing citizens, especially in the United States, will be discussed. Early American education emphasized literacy for informed civic participation, a concept that evolved with the nation's democratic growth. The Morrill Act, which expanded higher education, also played a role in this.

Hannah Arendt's view of citizenship, encompassing responsibilities, obligations, and rights, will frame the discussion on how college can best prepare students for democratic life. This includes considering whether specific courses (e.g., American history, civic thought) or community service should be required.

Conversation

The course will delve into the idea of education as a conversation, drawing from ancient philosophers like Plato, who often presented arguments through dialogues. The importance of face-to-face interaction in education will be highlighted, as well as the broader engagement with the pursuit and dissemination of knowledge.

Confucius's Analects will be cited to emphasize the pleasure of learning, practicing what is learned, and the joy of intellectual exchange. This unit will explore how the pursuit of knowledge, a core mission of universities, underpins and potentially transcends other purposes of education.

Contexts of Higher Education (After Thanksgiving)

The latter part of the course will address the external factors influencing higher education.

Curriculum

The curriculum will be examined as a negotiation between educational purposes, student/parent/employer goals, and faculty perspectives on knowledge. The history of curriculum development will be explored.

Social and Economic Contexts

This section will address the role of higher education in social mobility, its cost, and its connection to career preparation. These practical considerations, often at the forefront for prospective students and their families, will be discussed after establishing a philosophical foundation.

Course Structure and Content

The course will run for 26 lectures on Mondays and Wednesdays, with some exceptions. The primary text is Plato's Republic, specifically Allan Bloom's translation. Students are encouraged to read one book (approximately 35 pages) per week. While AI tools can assist with understanding, students are advised to read the original text thoroughly. Julia Annis's An Introduction to Plato's Republic is also recommended, though it assumes some philosophical background.

The course will also incorporate:

• History of Education: Focusing on the development of liberal education and Yale College.
• Sociology, Economics, and Politics of Education: Examining these aspects throughout the course, with a dedicated focus later in the semester.
• Literature, Music, and Art: Used for context and illustration.

Instructor's Background

Pericles Lewis, a literary critic by training, has taught at Yale for 28 years, including 14 years as a faculty member and 14 years in university administration. He was the founding president of Yale-NUS College in Singapore, an experience that informs his perspective on global liberal arts education. He has been Dean of Yale College for four years. His personal background includes family roots in England, Scotland, Russia, Ukraine, and Poland.

Rilke's "Archaic Torso of Apollo"

The lecture concluded with a reading of Rainer Maria Rilke's poem "Archaic Torso of Apollo." The poem, which describes a headless statue, conveys the idea that great art, like a liberal education, can profoundly impact an individual, compelling them to "change your life." This message emphasizes the transformative potential of education, encouraging students to use their time at Yale to define their values and lead responsible lives.