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ÚÙ% ¢ÕßºŸâ∑’Ë‰¥â√—∫∑ÿπ‡¡≈≈Õ¬ (Mellon Fellowships in thehumanities) „π “¢“¡πÿ…¬»“ µ√å ‡ªìπºŸâ∑’Ë ”‡√Á®°“√»÷°…“®“°¡À“«‘∑¬“≈—¬»‘≈ª«‘∑¬“»“ µ√å

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πÕ°®“°π’È ¡À“«‘∑¬“≈—¬»‘≈ª«‘∑¬“»“ µ√å¬—ß “¡“√∂º≈‘µ∫—≥±‘µ„π√–¥—∫ª√‘≠≠“‡Õ°„π “¢“«‘∑¬“»“ µ√å‰¥â¡“°‡ªìπ Õß‡∑à“¢Õß∫—≥±‘µ∑’Ë®∫„π√–¥—∫‡¥’¬«°—π®“° ∂“∫—πÕÿ¥¡»÷°…“Õ◊ËπÊ ·≈–ºŸâ∑’Ë ”‡√Á®°“√»÷°…“®“°¡À“«‘∑¬“≈—¬»‘≈ª«‘∑¬“»“ µ√åÀ≈“¬Ê§π ¬—ß¡’∫∑∫“∑ ”§—≠„πÕß§å°√«‘∑¬“»“ µ√å·Ààß™“µ‘ Õ’°∑—Èß „π™à«ß Ú ªï∑’Ëºà“π¡“ ‡°◊Õ∫ Ú% ¢Õßπ—°«‘∑¬“»“ µ√å∑’Ë‰¥â√—∫‡≈◊Õ°‡¢â“‡ªìπ à«πÀπ÷Ëß„π ¡“æ—π∏åπ—°«‘∑¬“»“ µ√å·Ààß™“µ‘ ≈â«π ”‡√Á®°“√»÷°…“¡“®“°¡À“«‘∑¬“≈—¬»‘≈ª«‘∑¬“»“ µ√å·∑∫∑—Èß ‘Èπ ∫—≥±‘µ®∫„À¡à∑’Ë‰¥â√—∫‡ß‘π‡¥◊Õπ‡√‘Ë¡µâπ Ÿß ÿ¥·≈–§π∑’Ë‰¥â√—∫‡ß‘π‡¥◊Õπ Ÿß ÿ¥¢Õßª√–‡∑»‰¡à„™à§π∑’Ë ”‡√Á®°“√»÷°…“®“°¡À“«‘∑¬“≈—¬Œ“√å«“√å¥ À√◊Õ‡¬≈ À√◊Õ‡ÕÁ¡‰Õ∑’ À“°·µà‡ªìπ§π∑’Ë ”‡√Á®°“√»÷°…“®“°¡À“«‘∑¬“≈—¬‡≈Á°Ê ∑’Ë™◊ËÕ«à“Œ“√å«’¬å ¡—¥(Harvey Mudd College) ´÷Ëß‡ªìπ¡À“«‘∑¬“≈—¬Àπ÷Ëß„π‡§√◊Õ¢à“¬¡À“«‘∑¬“≈—¬»‘≈ª«‘∑¬“»“ µ√å‡™àπ‡¥’¬«°—∫¡À“«‘∑¬“≈—¬‚æ‚¡π“

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πÕ°‡Àπ◊Õ®“°§«“¡ ”‡√Á ®¢Õß°“√®—¥°“√»÷°…“¥â “π»‘≈ª«‘∑¬“»“ µ√å∑’Ë‰¥â°≈à“«¡“¢â“ßµâπ·≈â« º≈°“√ ”√«®‡¡◊ËÕ‡√Á«Ê π’È™’È„Àâ‡ÀÁπ«à“ ˜ „π Ò Õ—π¥—∫¢Õß¡À“«‘∑¬“≈—¬∑’Ë‰¥â√—∫‡ß‘π π—∫ πÿπ®“°»‘…¬å‡°à“¡“°∑’Ë ÿ¥ ‡ªìπ¡À“«‘∑¬“≈—¬»‘≈ª«‘∑¬“»“ µ√å¢π“¥‡≈Á° ´÷Ëß°Á§ß®–‰¡à·ª≈°∑’Ë∫ÿ§§≈‡À≈à“π’È‡µÁ¡„®∑’Ë®–∫√‘®“§‡ß‘π¡À“»“≈„Àâ°—∫¡À“«‘∑¬“≈—¬¢Õßµπ ¬‘Ëß‰ª°«à“π—Èπ À≈“¬Ê §π°Á‡ªìπ¡À“‡»√…∞’ ·≈–∂◊Õ«à“µπ‡Õß°Á‡§¬‰¥â√—∫‚Õ°“ ·≈–°“√ π—∫ πÿπ∑“ß°“√»÷°…“®“°‡ß‘π√–¥¡∑ÿπ·≈–‡ß‘π∫√‘®“§®“°»‘…¬å‡°à“¢Õß¡À“«‘∑¬“≈—¬¡“°°«à“®“°‡ß‘πß∫ª√–¡“≥ ‡™àπ ‡ß‘π π—∫ πÿπ®“°√—∞∫“≈ ‡ß‘π π—∫ πÿπ¥â“π«‘®—¬À√◊Õ¥â“π°’Ã“ Õ¬à“ß∑’Ë¡À“«‘∑¬“≈—¬«‘®—¬¢π“¥„À≠à‰¥â√—∫ πÕ°®“°π’È„π®”π«π¡À“«‘∑¬“≈—¬∑—Èß ı˜ ¡À“«‘∑¬“≈—¬∑’Ë¡’°“√√–¥¡∑ÿπ¡“°°«à“Ò æ—π≈â“π‡À√’¬≠ À√—∞œ ¯ ¡À“«‘∑¬“≈—¬‡ªìπ¡À“«‘∑¬“≈—¬»‘≈ª-«‘∑¬“»“ µ√å¢π“¥‡≈Á° ÷Ëß·∑∫‰¡àπà“‡™◊ËÕ ∂â“‡∑’¬∫¢π“¥¢Õß¡À“«‘∑¬“≈—¬∑—Èß Õßª√–‡¿∑


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º¡¢Õ¬°µ—«Õ¬à“ß‚§√ß°“√π”√àÕß°“√®—¥°“√»÷°…“¥â“π»‘≈ª«‘∑¬“»“ µ√å„πª√–‡∑»®’π‡¡◊ËÕ‡√Á« Ê π’È ¡À“«‘∑¬“≈—¬øŸ¥“π (FudanUniversity) „π‡¡◊Õß‡´’¬ß‰Œâ ‰¥âπ”·π«∑“ß°“√®—¥°“√»÷°…“·∫∫ÕäÕ°∫√‘¥®å (Oxbridge-Style) ¡“„™â ´÷Ëß‡πâπ°“√‡√’¬π°“√ Õπ·∫∫°≈ÿà¡‡≈Á° ”À√—∫π—°»÷°…“ª√‘≠≠“µ√’ ¡À“«‘∑¬“≈—¬´ÿπ¬—¥‡´Áπ (Sun Yat SenUniversity) „π‡¡◊Õß°«“ß‡®“‰¥âµ—Èß«‘∑¬“≈—¬»‘≈ª«‘∑¬“»“ µ√å¢÷Èπ¿“¬„π¡À“«‘∑¬“≈—¬ ∑’Ë´÷Ëßªí®®ÿ∫—π¡’π—°‡√’¬π∑’Ë‰¥â§–·ππ¥’‡¥àπ Û §π·√°‰¥â∑”°“√∑¥≈Õß‡√’¬π«‘™“∑’Ë‡°’Ë¬«°—∫«√√≥§¥’®’π‚∫√“≥ ·≈–°√’°‚√¡—π‚∫√“≥ πÕ°‡Àπ◊Õ®“°«‘™“«‘∑¬“»“ µ√å·≈–‡»√…∞»“ µ√å „πªï§.». Úı ¡À“«‘∑¬“≈—¬‚µ‡°’¬« (Tokyo University) ‰¥â√‘‡√‘Ë¡‚§√ß°“√®—¥°“√»÷°…“¥â“π»‘≈ª«‘∑¬“»“ µ√å„π¿Ÿ¡‘¿“§‡Õ‡™’¬µ–«—πÕÕ°‡æ◊ËÕ àß‡ √‘¡µâπ·∫∫°“√®—¥°“√»÷°…“„Àâ·°àª√–‡∑»Õ◊ËπÊ ‚¥¬‡©æ“–ª√–‡∑»®’π´÷Ëß¡À“«‘∑¬“≈—¬‚µ‡°’¬«°Á‰¥â°àÕµ—Èß»Ÿπ¬å·≈°‡ª≈’Ë¬π‡√’¬π√Ÿâ¥â“π»‘≈ª«‘∑¬“»“ µ√å¢Õß¡À“«‘∑¬“≈—¬‚µ‡°’¬«∑’Ë¡À“«‘∑¬“≈—¬π“π°‘ß(Nanjing University) ·≈â« πÕ°®“°π’È ¡À“«‘∑¬“≈—¬™—Èππ”Õ◊ËπÊ Õ“∑‘¡À“«‘∑¬“≈—¬ªí°°‘Ëß (Peking University) ¡À“«‘∑¬“≈—¬‡®âÕ‡®’¬ß(Zhejiang University) ¡À“«‘∑¬“≈—¬À«ŸàŒ—Ëπ (Wuhan University) °Á‰¥â√‘‡√‘Ë¡°“√®—¥°“√»÷°…“¥â“π»‘≈ª«‘∑¬“»“ µ√å ·≈– ÿ¥∑â“¬º¡Õ¬“°®–°≈à“«∂÷ß¡À“«‘∑¬“≈—¬π“π“™“µ‘ À√—∞œ (United International College)

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„π‡¡◊Õß®Ÿ‰Àà ´÷Ëß‡ªìπ¡À“«‘∑¬“≈—¬»‘≈ª«‘∑¬“»“ µ√å·Ààß·√°¢Õßª√–‡∑»®’π ¡À“«‘∑¬“≈—¬·Ààßπ’È°àÕµ—Èß¢÷Èπ„πªï §.». Úı ‡¡◊ËÕ§≥–ºŸâ∫√‘À“√¢Õß¡À“«‘∑¬“≈—¬ŒàÕß°ß·∫Á∫∑‘ ∑å (Hong Kong BaptistUniversity) ‰¥â√à«¡¡◊Õ°—∫‡®â“Àπâ“∑’Ë∫√‘À“√√–¥—∫ Ÿß¢Õß°√–∑√«ß»÷°…“∏‘°“√¢Õß®’π‡æ◊ËÕÀ“·π«∑“ß„π°“√ªØ‘√Ÿª°“√»÷°…“„π ∂“∫—πÕÿ¥¡»÷°…“∑—Ë«ª√–‡∑» π—∫‡ªìπ ‘∫Ê ªï¡“·≈â«∑’Ë¡À“«‘∑¬“≈—¬„πª√–‡∑»®’π¡’≈—°…≥–‡ªìπ¡À“«‘∑¬“≈—¬„À≠à∑’ËÕ“®“√¬å®– Õπ‚¥¬°“√∫√√¬“¬„πÀâÕß‡√’¬π√«¡¢π“¥„À≠à ÷Ëßπ—°»÷°…“®–®¥°“√∫√√¬“¬π—Èπ Ê·∫∫≈«°Ê ·≈–∑àÕß®”‡π◊ÈÕÀ“¥—ß°≈à“«‡æ◊ËÕ®–π”‰ª Õ∫ ‚ª√·°√¡∑’Ë‡√’¬π°Á¡—°‡ªìπ«‘™“‡Õ°‡©æ“–∑“ß ·≈– à«π„À≠à®–Õ¬Ÿà„π “¢“ª√–¬ÿ°µå·µà∑—ÈßÀ¡¥∑—Èß¡«≈®–‡πâπÀπ—°∑’Ë‡√◊ËÕß√—∞»“ µ√å°“√‡¡◊Õß°“√ª°§√ÕßÕ¬à“ß‰√°Áµ“¡ °“√‡√’¬π°“√ Õπ·∫∫π’È´÷Ëß∂◊Õ‡ªìπ·∫∫‚´‡«’¬µ‡°à“(Old Soviet-Style) ¥Ÿ®–≈â“ ¡—¬‰ª·≈â« ¢≥–‡¥’¬«°—π ∑“ß°“√®’π´÷Ëß°”≈—ßÀ“∑“ß∑’Ë®–ªØ‘√Ÿª‡»√…∞°‘®∑’Ë¡’æ◊Èπ∞“π‡°…µ√°√√¡·≈–°“√º≈‘µ ‘π§â“√“§“∂Ÿ°®”π«π¡“°¡“ Ÿà‡»√…∞°‘®∑’Ë¡’æ◊Èπ∞“π§«“¡≈È” ¡—¬∑“ß«‘™“§«“¡√Ÿâ °Á‡ ’¬„®∑’Ë ‘π§â“„πª√–‡∑»¢“¥ ‘∑∏‘∫—µ√§ÿâ¡§√Õß ¢“¥π«—µ°√√¡∑’Ë≈È” ¡—¬ √«¡∑—Èß¢“¥°“√°“√—πµ’®“°√“ß«—≈π“π“™“µ‘ ‡™àπ√“ß«—≈‚π‡∫≈ πÕ°®“°π’È π“¬®â“ßÀ√◊ÕºŸâ®—¥°“√¬—ß°≈à“««à“ ∫—≥±‘µ®∫„À¡àÀ≈“¬Ê §π§‘¥‰¡à‡ªìπ ¥—ßπ—Èπæ«°‡¢“®÷ßµ°ß“π ∑’Ëºà“π¡“ª√–‡∑»®’π¡’°“√¢¬“¬µ—«∑“ß°“√»÷°…“„π√–¥—∫Õÿ¥¡»÷°…“Õ¬à“ß√«¥‡√Á« ®”π«π∫—≥±‘µ®∫„À¡à‡æ‘Ë¡®“° Ò.ı ≈â“π§π µàÕªï „πª≈“¬∑»«√√… Ò˘˘ ¡“‡ªìπ°«à“ ı ≈â“π§π„πªï∑’Ë·≈â« °“√¢¬“¬µ—«¥—ß°≈à“« àßº≈„π∑“ß≈∫µàÕÀ≈—° Ÿµ√°“√»÷°…“ ¥—ß∑’Ë π—°ª√–«—µ‘»“ µ√å Ÿ ®’≈‘π ®“°¡À“«‘∑¬“≈—¬ EastChina Normal University ‰¥â°≈à“««à“ °“√»÷°…“„πªí®®ÿ∫—π‡À¡◊Õπ

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James Joyce ‡√◊ËÕß¥—ß°≈à“«¥Ÿ‡ ¡◊Õπ‡ªìπ‡√◊ËÕß≈â“ ¡—¬∑’Ë∑”„Àâ‡ ’¬‡«≈“‚¥¬‡ª≈à“ª√–‚¬™πå ·≈–¥Ÿ®–‡ªìπ°“√¥◊ÈÕ¥÷ß∑’Ë‚ßà‡¢≈“‰ªæ√âÕ¡°—π ∂â“‡ªìπ‡™àππ—Èπ °“√«‘®—¬∑“ß«‘∑¬“»“ µ√å∑—ÈßÀ¡¥πà“®–‡ªìπ°“√· «ßÀ“∑’Ë‡ª≈à“ª√–‚¬™πå‡™àπ°—π Õ¬à“ß‰√°Áµ“¡ ∑à“π®–µâÕßæ¬“¬“¡‚πâ¡πâ“«™—°™«π≈Ÿ°»‘…¬å¢Õß∑à“π„Àâ„™â‡«≈“·≈–æ≈—ßß“πÕ—π¡’§à“„π°“√Õà“π·≈–«‘æ“°…å«‘®“√≥åÀπ—ß ◊Õ‡≈à¡π’È ·¡â«à“®–∑”„Àâ‡ ’¬‡«≈“„π°“√§‘¥∂÷ß°“√ß“πÕ“™’æ‰ª∫â“ß°Áµ“¡ ·µàº≈∑’Ë‰¥â√—∫®“°°“√‡ ’¬‡«≈“π—Èπ §◊Õ§«“¡„§√à√Ÿâ¡“°¬‘Ëß¢÷Èπ„π ‘Ëß∑’Ë¬—ß§ß ß —¬ §«“¡§‘¥µà“ßÊ ∑’Ë‡°‘¥¢÷Èπ °“√‡¢â“„®À¬—Ëß√Ÿâ °“√ √â“ß§«“¡‡°’Ë¬«¢âÕß‡™◊ËÕ¡‚¬ßµà“ßÊ √«¡∑—Èß “√–®“°°“√‡ «π“®–‡ªìπª√–‚¬™πåÕ¬à“ß¡“°„π°“√‡ √‘¡ √â“ß∫√√¬“°“»∑“ß«‘™“°“√∑’Ë·µ°µà“ß‰ª®“°∑’Ë‡ªìπÕ¬Ÿà·∫∫‡¥‘¡Ê ∂“π°“√≥å‡À≈à“π’È‡ª√’¬∫‡ ¡◊Õπ°“√„Àâπ—°»÷°…“·π«»‘≈ª«‘∑¬“»“ µ√å‡¢â“√à«¡«ßÕÕ√å‡§ µ√â“´÷Ëß∑à“π‰¡à “¡“√∂®–∫Õ°π—°»÷°…“µ“¡À≈—°¢Õßπ—°ª√– “∑«‘∑¬“(Neuroscientists) ‰¥â«à“ °“√‡≈àπ¥πµ√’®–™à«¬ √â“ß‡ √‘¡æ≈—ß ¡Õß„Àâ‡æ‘Ë¡¡“°¢÷ÈπÀ√◊Õ∫Õ°«à“‰Õ ‰µπå‰¥âæŸ¥«à“‡¢“ “¡“√∂§‘¥§âπ∑“ß«‘∑¬“»“ µ√å‰¥â„π¢≥–∑’Ë‡¢“°”≈—ß‡≈àπ‰«‚Õ≈‘π „π∑”πÕß‡¥’¬«°—π∑à“π‰¡àÕ“®æŸ¥‰¥â«à“ °“√‡¢â“√à«¡«ßÕÕ√å‡§ µ“√å®–π”‰ª Ÿàß“πÕ“™’æ∑’Ë¬‘Ëß„À≠à ·µà∑’Ë¡“°°«à“π—Èπ §◊Õ °“√∑’Ë∑à“πæ¬“¬“¡ª≈Ÿ°Ωíß§«“¡√—°„π¥πµ√’´÷Ëß‡ªìπ ‘Ëß∑â“∑“¬æ≈—ß§«“¡ “¡“√∂Õ¬à“ß¬‘Ëß ·µàº≈∑’Ë‡°‘¥¢÷Èπ§◊Õ§«“¡ ÿ¢∑’Ë‰¥â®“°°“√‰¥â∑” ‘Ëß∑’Ë¬“°¬‘Ëß‡À≈à“π’È ´÷Ëß‡ªìπ§ÿ≥§à“„πµπ¢Õß ‘Ëß‡À≈à“π—Èπ à«πº≈µÕ∫·∑πÕ◊ËπÊ ∑’Ë‡°‘¥¢÷Èπ‡ªìπ‡æ’¬ßº≈æ≈Õ¬‰¥â∑—Èß ‘Èπ ‚¥¬ √ÿª ®ß‡™◊ËÕ¡—Ëπ„π ‘Ëß∑’Ë∑à“πµâÕß°“√„Àâ≈Ÿ°»‘…¬å¢Õß∑à“π‡ªìπ·≈–§«“¡§«“¡ ”§—≠Õ—π¥—∫·√°„π‡√◊ËÕßπ’È §◊Õ ®√‘¬∏√√¡∑“ß°“√ Õπ(Pedagogical Ethos)


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§«“¡‡™◊ËÕª√–°“√∑’Ë Õß §◊Õ ™—Èπ‡√’¬π¢π“¥‡≈Á° (Small Classes)§”∂“¡„π‡√◊ËÕßπ’È §◊Õ ∑”‰¡¢π“¥¢Õß™—Èπ‡√’¬π®÷ß¡’§«“¡ ”§—≠Õ¬à“ß¬‘Ëß ”À√—∫°“√®—¥°“√‡√’¬π°“√ Õπ·π«»‘≈ª«‘∑¬“»“ µ√å

µ—«Õ¬à“ß∑’Ë‡ÀÁπ‰¥â™—¥‡®π¡“°„π‡√◊ËÕßπ’È§◊Õ°“√‡√’¬π¥πµ√’ ∑à“π‰¡à “¡“√∂®–‡≈àπ∑√—¡‚∫π‰¥â‡æ’¬ßπ—ËßøíßºŸâ‡≈àπ∑√—¡‚∫π¡◊ÕÕ“™’æ∫√√¬“¬∂÷ß°“√‡≈àπ∑√—¡‚∫π„πÀâÕß‡√’¬π∑’Ë¡’π—°»÷°…“ª√–¡“≥ §π„π∑”πÕß‡¥’¬«°—π ∑à“π‰¡à “¡“√∂‡√’¬π√Ÿâ«‘∏’°“√‡≈àπ∑√—¡‚∫π‰¥â¥â«¬

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°“√¥Ÿ«‘¥’‚Õ°“√· ¥ß¢Õßπ—°¥πµ√’¡◊ÕÕ“™’æ ·µà«‘∏’°“√∑’Ë¥’°«à“§◊Õ°“√‡√’¬π√Ÿâ«‘∏’°“√‡≈àπ∑√—¡‚∫π°—∫§√ŸºŸâ Õπµ—«µàÕµ—« ª√÷°…“·≈°‡ª≈’Ë¬π∂÷ß«‘∏’°“√µà“ßÊ ®“°π—Èπ°Á√à«¡‡≈àπ„π«ß¥πµ√’∑’Ë‰¡à„À≠àπ—° °—∫ºŸâ‡≈àπ§πÕ◊ËπÊ ∑—Èßπ’È °“√‡√’¬π√Ÿâ‚¥¬°“√√à«¡‡≈àπ„π«ß¥πµ√’°—∫°“√∑”«‘®—¬¡’§«“¡§≈â“¬°—π §◊Õ ¬‘Ëß¡’¢π“¥‡≈Á°‡∑à“‰√ °Á®–¡’§ÿ≥¿“æ¥’¢÷Èπ‡∑à“π—Èπ ”À√—∫¢âÕ¥’∑’Ë‡ªìπ®ÿ¥‡¥àπ ”§—≠¢Õßπ—°»÷°…“¡À“«‘∑¬“≈—¬‚æ‚¡π“„πªí®®ÿ∫—π §◊Õ Õ“®“√¬åºŸâ Õπ∑—Èß„π “¢“«‘™“«‘∑¬“»“ µ√å·≈– “¢“«‘™“Õ◊Ëπ‡ªî¥‚Õ°“ „Àâπ—°»÷°…“„π√–¥—∫µË”°«à“∫—≥±‘µ»÷°…“√à«¡∑”ß“π«‘®—¬(‚¥¬∑—Ë«‰ª °“√∑”«‘®—¬√à«¡°—∫Õ“®“√¬å®”°—¥‡©æ“–π—°»÷°…“√–¥—∫∫—≥±‘µ»÷°…“) ªí®®ÿ∫—ππ—°»÷°…“√–¥—∫ª√‘≠≠“µ√’¡’‚Õ°“ √à«¡ß“π‡¢’¬π‡Õ° “√∑“ß«‘™“°“√°—∫Õ“®“√¬å ´÷Ëß∫√√¬“°“»∑’Ë‰¥â∑”ß“π„°≈â™‘¥°—π‡™àππ’È¬àÕ¡ àßº≈¥’µàÕµ—«π—°»÷°…“‡ªìπÕ¬à“ß¡“° πÕ°®“°π—Èπ ·¡â®–¬—ß¡’¢âÕ¥’¢Õß™—Èπ‡√’¬π∑’Ë¡’¢π“¥‡≈Á°Õ’°À≈“¬ª√–°“√ ·µà„π∑’Ëπ’Èº¡µâÕß°“√∑’Ë®–°≈à“«∂÷ß≈—°…≥– ”§—≠Õ’°ª√–°“√Àπ÷Ëß¢Õß»‘≈ª«‘∑¬“»“ µ√å §◊Õ°“√®—¥°“√‡√’¬π°“√ Õπ„π≈—°…≥–¢Õß√Ÿª·∫∫°“√Ωñ°ªØ‘∫—µ‘(Apprentice Model) ÷Ëß‡ªìπ°“√®—¥°“√‡√’¬π°“√ Õπ∑’Ë§√ŸºŸâ Õπ·≈–π—°»÷°…“®–µâÕß¡’°“√ª√÷°…“À“√◊Õ·≈–¡’§«“¡ —¡æ—π∏å°—πÕ¬à“ß„°≈â™‘¥ ”À√—∫º¡ ‡¡◊ËÕµâÕß°“√®– ÕπÕ–‰√„Àâ„§√ —°§πÀπ÷Ëß º¡®–‰¡à„™â‡æ’¬ß°“√∫√√¬“¬‡æ◊ËÕ àßºà“π§«“¡√ŸâÕÕ°‰ª ·µà®–„™â«‘∏’°“√‚πâ¡πâ“«„Àâ‡¢“æ¬“¬“¡§‘¥¥â«¬µ—«‡Õß ·≈–°√–∫«π°“√§‘¥‡™àππ’È‰¡à„™à°“√∑”µ“¡°Æ‡°≥±åµà“ß Ê º¡ Õπ„Àâ§‘¥‚¥¬¥÷ßæ≈—ß§«“¡§‘¥ÕÕ°¡“À√◊Õ‚¥¬°“√‡ªìπµâπ·∫∫ º¡ Õπ‡√◊ËÕß§«“¡Õ¬“°‡√’¬π√Ÿâ (Curiosity) ´÷Ëßº¡°ÁÀ«—ß«à“π—°»÷°…“§ß‡°‘¥§«“¡√—°∑’Ë®–‡√’¬π√ŸâÕ¬à“ß‡µÁ¡∑’Ë ·≈–º¡ Õπ„Àâπ—°»÷°…“ “¡“√∂‡º™‘≠·≈–‡®√®“µ°≈ß„π‡√◊ËÕß∑’Ë¬—ß‰¡à°√–®à“ß ¡’§«“¡


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¬ÿàß¬“° ·≈–§≈ÿ¡‡§√◊Õ‰¥â „π∑ÿ°Ê §√—Èß º¡¡—°®–∑∫∑«π„π«‘™“∑’Ëº¡ Õπ ”√«®∞“π§µ‘„π°“√∑”ß“π¢Õßµ—«‡Õß ÷Ëß·πàπÕπ«à“§ß‰¡à¡’‡«∑¡πµ√åÀ√◊Õª“Ø‘À“√‘¬åÕ◊Ëπ„¥„π°“√· «ßÀ“§«“¡√Ÿâ ‡°’Ë¬«°—∫‚≈°¢Õß‡√“∑ÿ°§π„π·«¥«ß¢ÕßºŸâ∑”Àπâ“∑’Ë Õπµ√–Àπ—°‰¥âÕ¬à“ß™—¥‡®π«à“ «‘∏’°“√®—¥°“√‡√’¬π°“√ Õπ∑’Ë¥’∑’Ë ÿ¥ §◊Õ °≈—∫‰ª‡πâπ∑’Ëµ—«ºŸâ‡√’¬π · «ßÀ“·π«∑“ßª√—∫‡ª≈’Ë¬π∫∑∫“∑§√ŸºŸâ Õπ·∫∫‡¥‘¡Ê ‡æ◊ËÕ‡ªî¥‚Õ°“ „Àâ∑—ÈßºŸâ Õπ·≈–π—°»÷°…“ “¡“√∂‡√’¬π√Ÿâ®“°°—π·≈–°—π‰¥â ´÷Ëß·π«∑“ßπ’È‡ªìπÀ≈—°°“√¢Õß°“√®—¥°“√‡√’¬π°“√ Õπ„π≈—°…≥–¢Õß°“√Ωñ°ªØ‘∫—µ‘(Apprentice Model) ´÷Ëß∑—Èß ÕßΩÉ“¬®–‡√’¬π√Ÿâ‰ª¥â«¬°—π ·≈– Õπ´÷Ëß°—π·≈–°—π „π ∂“π°“√≥å‡™àππ’È ºŸâ Õπ¬—ß§ß¡’‚Õ°“ ∑’Ë®–‡√’¬π√Ÿâ¬—ß§ß‡ªìππ—°»÷°…“∑’Ë· «ßÀ“§«“¡√Ÿâ‡æ‘Ë¡‡µ‘¡µàÕ‰ª ¡‘„™à‡ªìπºŸâ Õπ∑’Ë§ßÕ”π“®«à“µπ‡ªìπºŸâ√Ÿâ¥’∑’Ë ÿ¥ (Know-it-all authority) ·≈–™—¥‡®π«à“ º¡Õ“®®–¡’§«“¡√Ÿâ‰¡à¡“°‰ª°«à“π—°»÷°…“√–¥—∫ª√‘≠≠“µ√’ √«¡∑—Èß ‘Ëß∑’Ë‡ªìπ§«“¡®√‘ßÀ√◊Õ¢âÕ§âπæ∫„π√ÿàπ¢Õßº¡Õ“®‡ªìπ ‘Ëß∑’Ë≈â“ ¡—¬ ”À√—∫π—°»÷°…“„π√ÿàπµàÕÊ ‰ª º¡æ∫«à“π—°»÷°…“‰¥â‡ πÕ√Ÿª·∫∫°“√‡√’¬π√Ÿâ∑’ËÀ≈“°À≈“¬®“°°“√ —¡¡π“°≈ÿà¡‡≈Á°Ê ´÷Ëß‡ª√’¬∫‡ ¡◊ÕπÀâÕßªØ‘∫—µ‘°“√∑’Ëπ—°»÷°…“®–‰¥â√à«¡°—π«‘‡§√“–Àå§“¥°“√≥å¿“æÕπ“§µ√à«¡°—∫‡æ◊ËÕππ—°»÷°…“√à«¡√ÿàπ„π‡√◊ËÕßµà“ßÊ ∑’Ë§«√®–‡ªìπ‰ª∑—Èß„πªí®®ÿ∫—π·≈–Õπ“§µÕ—π„°≈â √«¡∑—Èß«‘∂’∑“ß∑’Ë®–‰ª Ÿà‡ªÑ“À¡“¬π—ÈπÊ ‡√‘Ë¡µ—Èß·µà°“√«‘‡§√“–Àå«à“Õ–‰√§◊Õ§”∂“¡∑’Ë∂Ÿ°µâÕß “√– ”§—≠À≈—°§◊ÕÕ–‰√ ·≈–·π«§‘¥æ◊Èπ∞“π„π‡√◊ËÕßπ—Èπ‡ªìπÕ¬à“ß‰√ „π∞“π–ºŸâ Õπ‰¡à¡’∑“ß∑’Ë®–‰ª —Ëß°“√„Àâ‡°‘¥°“√‡√’¬π√Ÿâ√à«¡√ÿàπ‡™àππ’È‰¥â„πÀâÕß∫√√¬“¬¢π“¥„À≠à ·≈–‰¡à¡’∑“ß§«∫§ÿ¡„Àâ‡°‘¥°√–∫«π°“√‡√’¬π√Ÿâ‡™àππ’È‚¥¬ºà“π√–∫∫°“√»÷°…“ÕÕπ‰≈πå(On-line Education) ¥â«¬‡™àπ°—π „π∑”πÕß‡¥’¬«°—π ∂â“∑à“πµâÕß°“√

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‡ªìππ—°«‘∑¬“»“ µ√å ∑à“π°Á®”‡ªìπµâÕß‡¢â“‰ªÕ¬Ÿà„πÀâÕß∑¥≈Õß‡æ◊ËÕ∑”°“√∑¥≈Õß —ß‡°µº≈∑’Ë‡°‘¥¢÷Èπ √«¡∑—Èßª√÷°…“À“√◊Õ∂÷ß«‘∏’°“√µà“ßÊ°—∫‡æ◊ËÕπ√à«¡ß“π¢Õß∑à“π ‡™àπ‡¥’¬«°—π ‡¡◊ËÕ∑à“πµâÕß°“√‡ªìπºŸâ§«∫§ÿ¡‡ ’¬ß·≈–®—ßÀ«–¥πµ√’¢Õß«ßÕÕ√å‡§ µ√â“ ∑à“π®”‡ªìπµâÕß„™âÀŸ¢Õß∑à“π„π°“√øíß§≈◊Ëπ‡ ’¬ß∑’Ë‡°‘¥¢÷Èπ®√‘ß ≥ ∑’Ëπ—Èπ ‚¥¬ √ÿª §«“¡‡™◊ËÕª√–°“√∑’Ë Õß §◊Õ °“√¡’¢π“¥‡≈Á° (Smallness)

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π—°»÷°…“∑’Ë‡√’¬π°—∫º¡¡‘„™à°“√‡ÀÁπ¥â«¬°—∫∑ÿ° ‘Ëß∑’Ë‡ªìπ§«“¡‡ÀÁπ¢Õßº¡·µà ‘Ëß∑’Ëº¡µâÕß°“√¡“°∑’Ë ÿ¥ §◊Õ °“√· ¥ß§«“¡§‘¥‡ÀÁπ∑’Ë‡ªìπ¢Õßπ—°»÷°…“„π‡√◊ËÕß‡À≈à“π—Èπ º¡µâÕß°“√„Àâπ—°»÷°…“¡’§«“¡¡—Ëπ„®„π»—°¬¿“æ¢Õßµπ∑’Ë®–§âπ§«â“‡æ◊ËÕ· «ßÀ“§«“¡√Ÿâ„π‡√◊ËÕß‡À≈à“π—Èπ ·≈–∑¥ Õ∫¢âÕ‡∑Á®®√‘ß„Àâª√“°Ø ‚¥¬§”®”°—¥§«“¡°Á™—¥‡®π·≈â««à“ º¡‰¡à “¡“√∂∑” ‘Ëß‡À≈à“π—Èπ„Àâπ—°»÷°…“ º¡‰¡à “¡“√∂§‘¥·∑ππ—°»÷°…“¥—ß‡™àπ∑’Ë‚ §√“µ‘ ¬◊π¬—π«à“ ç§«“¡§‘¥∑’Ë≈Õ°‡≈’¬π·∫∫‰¡à„™à§«“¡§‘¥Õ¬à“ß·πàπÕπ (An Imitated Thought is not Thought at all)é ¥—ßπ—Èπ ‘Ëß ”§—≠ §◊Õ ∑à“π®– Õπ«‘®“√≥≠“≥„π°“√µ—¥ ‘π„®·≈–§‘¥Õ¬à“ß‡ªìπÕ‘ √–‰¥âÕ¬à“ß‰√ ‘Ëß∑’Ëº¡®–æŸ¥µàÕ‰ª §◊Õ »‘≈ª«‘∑¬“»“ µ√å¬—ß§ß¡’§«“¡§‘¥∑’Ë¢—¥·¬âß„πµ—«‡Õß (Paradox) „π∫“ßª√–‡¥ÁπÀ≈—° ‡™àπ °“√∑’Ë§π√ÿàπ‡°à“®– “¡“√∂∂à“¬∑Õ¥§ÿ≥§à“¢Õß§«“¡¡’Õ‘ √–„π§«“¡§‘¥ ·≈–°“√§‘¥‡™‘ß«‘‡§√“–Àå«‘æ“°…å ´÷Ëß‡ªìπ§«“¡§‘¥∑’Ë·∑â®√‘ß‰¥âÕ¬à“ß‰√ ∂â“º¡„π∞“π–ºŸâ Õπ∑’Ë‡™◊ËÕ¡—Ëπ„πÕ”π“®·Ààß§«“¡‡ªìπºŸâ Õπ (AuthoritativeProfessor) °Á®–„™â«‘∏’°“√∫Õ° ∫√√¬“¬ —Ëß°“√ À√◊Õ·¡â°√–∑—Ëß§‘¥·∑πÀ√◊Õ·¡â∂â“º¡„π∞“π– Authoritative Professor ∫Õ°„Àâ∑à“πµ—Èß§”∂“¡„π‡√◊ËÕß¢ÕßÕ”π“® (Authority) °Á¬àÕ¡‰¡à¡’∑“ß∑’Ë∑à“π„π∞“π–ºŸâ∑’ËµâÕß¡’Àπâ“∑’Ë∑”µ“¡®–§ß‰«â‰¥â∑—Èß§«“¡À¡“¬µ“¡µ—«Õ—°…√·≈–®‘µ«‘≠≠“≥„π§” —Ëß‡™àππ’È ·≈–„π°√≥’∑’Ë∑à“πµ—Èß§”∂“¡‡√◊ËÕßÕ”π“® (Authority) ‡æ’¬ß‡æ√“–º¡„π∞“π–¢ÕßºŸâ¡’Õ”π“®∫Õ°„Àâ∑à“π∑” ∑à“π®–‰¡à¡’∑“ßµ—Èß§”∂“¡„π‡√◊ËÕßπ’È‰¥âÕ¬à“ß·∑â®√‘ß ·¡â∑à“π®–‡≈‘°∂“¡µ“¡∑’Ë∂Ÿ° —Ëß‡æ’¬ß‡æ◊ËÕ®–∂“¡∂÷ß°“√„™âÕ”π“®·≈–µàÕµâ“πÕ”π“®¢Õßº¡ ∑à“π°Á®–≈ß∑â“¬°≈“¬‡ªìπ§π‚ßà ¥—ßπ—Èπ Paradox §◊Õ ∑”Õ¬à“ß‰√∑’Ë®–∑”„Àâ≈Ÿ°»‘…¬å¢Õß‡√“ “¡“√∂§‘¥‰¥â¥â«¬µ—«‡Õß ·¡â§”µÕ∫®“°µ—«Õ¬à“ß¢Õßº¡Õ“®®–

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‰¡à™—¥‡®π ·µàº¡¢Õ‡ πÕ«à“ °“√ √â“ß∫√√¬“°“»·Ààß§«“¡‡ªìπ¡‘µ√‡Õ◊ÈÕ‡øóôÕ ·≈–¬Õ¡√—∫´÷Ëß°—π·≈–°—π„π°“√∂“¡§”∂“¡·≈–°“√»÷°…“«‘®—¬®–∑”„Àâ¡’Õ‘ √–„π°“√§‘¥ ºŸâ Õπ∫“ß∑à“πÕ“®„™â«‘∏’°“√‡™‘ßÕÿª¡“∑’Ë¡’™◊ËÕ«à“Piggyback Riding Metaphor °≈à“«§◊Õ ∑à“π®–Õ¬Ÿà∫πÀ≈—ß¢Õßº¡·≈â«º¡®–æ“∑à“π‰ª„π∑’Ëµà“ßÊ Õ¬à“ß‰√°Áµ“¡ ”À√—∫º¡®–„™â«‘∏’°“√Õÿª¡“°—∫°“√ Õπ¢’Ë®—°√¬“π ‡¡◊ËÕ ¡—¬∑’Ë≈Ÿ°¢Õßº¡¬—ß‡ªìπ‡¥Á°‡≈Á°Ê°àÕπ∑’Ëæ«°‡¢“®–¢’Ë®—°√¬“π‰¥â‚¥¬‰¡àµâÕß¡’≈âÕ°—π≈â¡ º¡µâÕß∑”Àπâ“∑’Ë®—∫∑’Ëπ—Ëß¥â“πÀ≈—ß‰«â‡æ◊ËÕ¬÷¥„Àâ√∂·≈àπµ√ß∑“ß ‡¡◊ËÕ≈Ÿ°Ê «“ß‡∑â“∫π∫—π‰¥√∂®—°√¬“π·≈–‡√‘Ë¡¢’Ë√∂ÕÕ°‰ª æ«°‡¢“®–‡√‘Ë¡ª√– “∑‡ ’¬ ·≈–æ¬“¬“¡À—π¡“¡Õß¥â“πÀ≈—ß‡æ◊ËÕ„Àâ·πà„®«à“º¡¬—ß§ßÕ¬Ÿà¢â“ßÀ≈—ß À√◊Õ«‘Ëßµ“¡‰ª¢â“ßÊ ‡æ◊ËÕª√–§Õß„Àâ√∂«‘Ëßµ√ß∑“ßµ≈Õ¥‰ª ·µà‡¡◊ËÕ‡°‘¥ª“Ø‘À“√‘¬å∑’Ëæ«°‡¢“§âπæ∫ ç ‘Ëßπ—Èπé ‡¢“ “¡“√∂ √â“ß ¡¥ÿ≈·≈–¢’Ë®—°√¬“π‰¥â¥â«¬µ—«‡Õß æ«°‡¢“®–¢’Ë®—°√¬“πÕÕ°‰ª‚¥¬‰¡àµâÕß°“√„Àâº¡‡ªìπºŸâ™à«¬Õ’°µàÕ‰ª º¡√Ÿâ«à“ ‘Ëß‡À≈à“π’È®–µâÕß‡°‘¥¢÷Èπ°àÕπ∑’Ëæ«°‡¥Á°Ê ®– “¡“√∂∑”‰¥â®√‘ß √—∫√Ÿâ«à“≈Ÿ° “¡“√∂®–∑”‰¥â‚¥¬Õ‘ √– ·≈–º¡°Á®–‡ΩÑ“¥Ÿ„π¢≥–∑’Ëª≈àÕ¬„Àâæ«°‡¢“¢’Ë®—°√¬“πÕÕ°‰ª ¡—π‡ªìπ§«“¡√Ÿâ ÷°∑’Ë¬‘Ëß„À≠à‡¡◊ËÕ¡Õß¬âÕπÀ≈—ß°≈—∫‰ª ·≈–√—∫√Ÿâ«à“º¡‰¡àµâÕß™à«¬ª√–§Õß√∂„Àâæ«°‡¢“Õ’°µàÕ‰ª·≈â«

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°“√¢—∫√∂¬πµå´÷Ëß‡ªìπ°“√„™âæ≈—ßß“π∑’Ë ‘Èπ‡ª≈◊ÕßÕ¬à“ß¡“° ‡√◊ËÕß∑â“∑“¬‡À≈à“π’È‡ªìπ ‘Ëß∑’Ë§π√ÿàπµàÕ‰ª®–µâÕß‡º™‘≠Õ¬à“ß‰¡à¡’∑“ßÀ≈’°‡≈’Ë¬ß·≈–æ«°‡¢“®–µâÕß “¡“√∂§‘¥„Àâ‡¢â“„®Õ¬à“ß∂àÕß·∑â¥â«¬‡™àπ°—π „π°“√∫√√¬“¬§√—Èßπ’È º¡‡æ’¬ßµ—Èß§«“¡À«—ß∑’Ë®–‡™‘≠™«π„Àâ∑ÿ°∑à“π√à«¡§‘¥«à“‡¡◊ËÕ„¥°Áµ“¡∑’Ë∑à“π§‘¥∂÷ß»‘≈ª«‘∑¬“»“ µ√å ¢Õ„Àâ§‘¥‡ªìπ ‘Ëß·√°·≈–‡ªìπ ‘Ëß ”§—≠∂÷ß§ÿ≥§à“¿“¬„π (Intrinsic Virtues) ¢Õß»‘≈ª«‘∑¬“»“ µ√å°‘®·ÀàßÀ—«„®·≈–®‘µ„® (Habits of Heart and Mind) ·≈–°“√Õÿª¡“‡ª√’¬∫‡∑’¬∫∑’Ë ”§—≠ (Key Metaphors) ¡“°°«à“∑’Ë®–§‘¥∂÷ß§«“¡©“∫©«¬¢Õß¬’ËÀâÕ ‘π§â“ ·≈–º≈ª√–‚¬™πå∑“ß‚≈°µà“ßÊ º¡¢Õ¢Õ∫§ÿ≥‡ªìπÕ¬à“ß¡“° ”À√—∫°“√øíß°“√∫√√¬“¬§√—Èßπ’È ·≈–º¡√Ÿâ ÷°¬‘π¥’‡ªìπÕ¬à“ß¬‘Ëß∑’Ë‰¥â¡“Õ¬Ÿà„πª√–‡∑»‰∑¬ √«¡∑—Èßµ—Èß„®√Õ∑’Ë®–‰¥â√à«¡·≈°‡ª≈’Ë¬π§«“¡§‘¥‡ÀÁπ°—∫∑à“π„π‚Õ°“ µàÕ‰ª


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Liberal Arts Education in the United States

by

John Evan Seery

George Irving Thompson Memorial Professor of Government andProfessor of Politics

Pomona CollegeLaurance S. Rockefeller Visiting Professor for Distinguished Teaching

Princeton University

the Fifth Thailand-US Education RoundtableAt John XXIII Conference Center

Assumption UniversitySuvarnabhumi Campus, Samutprakarn Province, Thailand

March 29, 2011


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Thank you. Your Royal Highness Princess Sirindhorn,Distinguished Guests, Members of the Education Council, Ladiesand Gentlemen, Friends and Colleagues:

I am absolutely delighted and honored to be able toparticipate in this 5th Thailand-U.S. Education Roundtable. This ismy first trip to Thailand, and I am thrilled to be here! You havemade me feel so welcome. Please invite me back!

My task is to speak to the topic of Liberal Arts Education inthe United States today. That topic is too vast for one person toaddress, I donût presume to be able to cover all aspects of U.S.liberal arts education across the entire country in the many varietiesof institutions that we feature; so I want to make clear to you inadvance my particular perspective on the matter. If you ask someother academic observers of higher education in the United Statesabout the state of liberal arts education in that country, you will geta rather bleak response. Many others will tell you that liberal artseducation in the United States is very much on the decline, even onthe skids. One prominent national commentator pronounced a fewyears ago that the Golden Age of the Liberal Arts in theUnited States is over. The statistics would seem to support such adire conclusion. The number of students majoring in traditional


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liberal arts subjects has been declining steadily over the lastcentury, but thereûs been a dramatic drop off in the number and rateof such majors in the last twenty years. Many liberal arts programsand colleges have gone belly up or else have changed their coremission to accommodate more pre-professional, technical, andvocational concerns. As the price of higher education has increased,a good number of prospective students, and their parents, and theirelected officials have questioned the cost and benefits of a liberalarts education. Indeed, we are witnessing new assessmentand accountability campaigns across the country that demandmeasurable results for oneûs educational investment, and theliberal arts can look particularly suspect, precious, and inefficientaccording to those assessment initiatives. Meanwhile, the Obamaadministration has been emphasizing vocational training at thecommunity college level as the preferred way to restore Americaûseconomic standing, and he-and many other leaders in educationalpolicy-have called for a renewed national commitment, a secondSputnik movement, toward increasing test scores in STEM fields(science, technology, engineering, and mathematics). Againstthe economic advantages of on-line education, as well as theglobalization and the digitization of higher education, liberalarts fields and programs, many critics contend, need to reformthemselves to stay current and cost-effective with the changingtimes. Weûve already seen some prestigious universities cut back

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or eliminate entirely programs, for instance, in the languages, thearts, in some places philosophy, literature, classics, and so forth.In much the same way that the U.S. economy experienced ahousing bubble, some predict that the education bubble will burst,too, such that parents and students will not be willing to pay$20-50 thousand per year, or assume debt to those amounts, sothat young Johnny can become an English major at a traditionalliberal arts school when instead young Johnny could get an on-linedegree in hotel management at a fraction of the cost and will standa better chance of finding gainful employment upon graduation thanhe would as an English or philosophy major.

But Iûm here to tell you a different story-and I traveled ninethousand miles to do so, so it better be a story worth telling. In theUnited States, almost all of the commentary about higher educationis about the large research universities. The R-1s, as we call them,receive the lionûs share of attention, reputation, funding, andfootball revenue. Almost all of the professors and administratorswho speak about the plight of the liberal arts at the national levelare professors and administrators who hail from large researchuniversities. Iûm something of a different beast. While Iûve taught atlarge research universities-Princeton, Stanford, Tufts, Universityof California at Santa Cruz and the University of California atBerkeley, Iûm the product of a small residential liberal artscollege-Amherst College in Massachusetts-and Iûve devoted my


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teaching and research career to another small liberal arts college,Pomona College in California. So Iûm particularly aware of thedifferences between the large research university and the smallliberal arts college, and Iûve been fortunate to receive invitations tospeak across the country about the state of the liberal arts yet assomeone who teaches in a small liberal arts college as opposedto an R-1. And from my vantage, I see the state of liberal artseducation very differently from the prophets of doom and gloom.

First please realize that, in addition to the communitycolleges and the plethora of vocational schools in the U.S.,there are these two prominent models, the research universityversus the small liberal arts college. Historically, the Americanresearch university emulated the older European universities, inparticular the German research university; and yet the Americansdemocratized the German model by opening up greater access toundergraduates. A professorûs mission at an R-1 university today,however, is first and foremost to advance research in his or herspecialized field; and second, to educate graduate students in thatfield; generalized undergraduate education, while serving as a fundingbase for the uppermost research pursuits, is not the primary andcertainly not the dedicated focus of oneûs professorial efforts.The small residential liberal arts college, as some liberal artsproponents pointed out in a book published about ten years ago, is

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a distinctively American invention. These small U.S. colleges aredevoted exclusively to undergraduate education and exclusivelyto liberal arts education. There arenût many of them left in pureform-about 135 by some counts. But I want to suggest to you thatthose colleges should be seen as the heart and soul of U.S. liberalarts education; that they should be seen as a successful andauspicious model for the future; and that when domestic reformersor foreign educational leaders look for an exemplary model of U.S.based liberal arts education, they should be studying Americaûssmall liberal arts colleges, not the liberal arts programs embeddedwithin the large research universities.

Some figures: A 1998 study covering about forty years ofdata found that even though only 3 percent of American collegegraduates were educated at a residential liberal arts college, alumniof these colleges accounted for:

8 percent of Forbes magazineûs listing of the nationûswealthiest CEOs

8 percent of former Peace Corps volunteers19 percent of U.S. presidents23 percent of Pulitzer Prize winners in drama, 19 percent

of the winners in history,18 percent in poetry, 8 percent in biography, and

6 percent in fiction


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9 percent of all Fulbright scholarship recipients24 percent of all Mellon fellowships in the humanities20 percent of Phi Beta Kappa inductions

On a per capita basis, liberal arts colleges produce nearlytwice as many students who earn a Ph.D. in science as otherinstitutions. Liberal arts graduates also are disproportionatelyrepresented in the leadership of the nationûs scientific community.

In a recent two-year period, nearly 20 percent of thescientists elected to the prestigious National Academy of Sciencesreceived their undergraduate education at a liberal arts college.

The #1 place in the country for the highest starting salariesupon graduation and the highest mid-career salaries isnût Harvardor Yale or MIT; itûs little Harvey Mudd College in the liberal artsconsortium to which Pomona College belongs.

Some other measures: A recent study of alumni rates ofgiving showed that out of the top ten colleges and universities in thecountry, 7 out of those 10 are SLACs (small liberal arts colleges).The alumni of those colleges evidently are willing to demonstratethe lifelong propriety of their educations with their dollars, andindeed many of these small colleges have become very wealthy-and they have gained their wealth almost exclusively through alumnidonations rather than through revenue steams available to largeresearch universities, such as government soft money, research

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patents, or sports income. Out of the 57 colleges and universitieswith endowments over 1 billion dollars in size, 8 are small liberalarts colleges-which is incredible, when you compare the size andscale of these two kinds of institutions. Of the 48 top institutions interms of endowment dollars per student, exactly half of these aresmall liberal arts colleges. Indeed, in light of these statistics, we arestarting to see some pushback against nay saying about the liberalarts. A SSRC study showed that liberal arts majors far outperformmajors in business, education, and every other field on the CollegeLearning Assessment test. And someone like Steven Jobs,co-founder of Apple Computer, said in a recent speech launchingthe iPad2: çItûs in Appleûs DNA that technology alone is notenough - itûs technology married with liberal arts, married with thehumanities, that yields us the result that makes our heart sing andnowhere is that more true than in these post-PC devices.éSome observers have suspected that Jobs, in emphasizing theimportance of a liberal arts education, was tweaking his rivalBill Gates, who has been advocating a strict testing approach toreforming higher education, one that emphasizes STEM subjects tothe possible detriment of the humanities and liberal arts. I mightnote that Bill Gates was a Harvard drop out, whereas Steve Jobswas a Reed College dropout-maybe their different educationalphilosophies started a long time ago in their respective selection ofa prominent R-1 university versus small liberal arts college. That


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Bill Gates versus Steve Jobs dispute about education was featuredin this past Mondayûs New York Times.

Allow me to dwell on the success of my home institution,Pomona College, as an example of the success of the liberal arts,albeit in the small residential college setting. Pomona College-Iwant to tell you-is a veritable utopia-and I dare say you will hear,as I have heard as Iûve traveled across the country, students andprofessors from many other small colleges use similar encomia totalk about their own institutions. Pomona College is nestled againstthe foothills of the San Gabriel Mountains, about 35 miles east ofdowntown Los Angeles. Founded in 1887, the college is situatedin a gorgeous garden-like oasis. The weather is, well, perfectyear-round. On an eighty-degree day, with orange trees yieldingtheir fruit in abundance, you can drive up the nearby mountain andbe standing in waist deep snow in about ten minutes from thecenter of campus. Southern California topography astounds in otherways: in about twenty minutes you can experience the highdessert, in about 40 minutes you can be sitting at the beach;in 45 minutes you can be in the midst of downtown LA or inHollywood. Pomona Collegeûs endowment is approaching twobillion dollars, and thatûs for a school with only 1500 students.What that means is that the student to faculty ratio is 7 to 1. Mostclasses are seminars of about 15 students; a çlecture classé willbe about 25-30 students. Pomona College has a need-blind

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admissions policy: youûre admitted based solely on yourqualifications, with no attention paid whatsoever to whether you canpay for it. Then, Pomona provides full financial aid for thosestudents who are admitted; and none of this aid will be in the formof loans. In other words, students who leave Pomona Collegeassume no debt for their lavish undergraduate education-such adeal! As you might imagine, high school students are begging toget admitted-almost 7000 students apply for admission each year.About 20 percent of the students admitted are the first in theirfamilies to attend college, and the college increasingly reflects thediversity of its southern California demographics. And the studentswho come to Pomona College know that it is a liberal arts ratherthan a pre-professional institution. Hence they suspend workadayconcerns for four years while they pursue a broad-basededucation. They study math, they study languages, they studyhistory, they perform in theatre and dance groups, they study abroad,they do internships in the greater Los Angeles area, they pursueathletics and extracurricular activities, and they develop abidingfriendships and social networks. I can tell you that I can throw asmuch reading and writing at them as I want, and they do it, and theydo it with flair and diligence. I find myself just feeling privileged to beat a place where students express great fondness and gratitude fortheir college experience. I see my colleagues, to a person,dedicated in their heart, souls, and minds to facilitating a superb


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undergraduate education; I see administrators passionately devotedto the institution; and I see alums and trustees who are true-bluebelievers in, stewards of, and sponsors of the cause. Our studentsdonût become tragic figures upon graduation; indeed, they go onand have successful careers in both traditional and innovative ways.In other words, morale is extremely high at the college, and theliberal arts are flourishing. Quick anecdote: I had one graduate tellme his career story a few months ago: Heûs a sports commentatorin Seattle, and he has his own four-hour radio program, five days aweek. And heûs a huge advocate of a liberal arts education: hesays, çPeople call into the show, I need to be able to think on myfeet. I need to be able to examine an argument on the spot, put it incontext, draw critical judgments, and make it all interesting. I learnedhow to do that in seminars at Pomona College, as a philosophymajor. If I had gone to the university and become a broadcastjournalism major, I never would have been able to do what Iûmdoing today.é

I want to build on what that former student was trying toconvey about the virtues of a liberal arts education in a small,residential setting. People talk incessantly about critical thinking,but most of the time such talk sounds simply like administrativeboilerplate. Whatûs that mean, critical thinking-and how do youcultivate it? I want to tell you what I think are the keys to thesuccess of a liberal arts education, the X factor. And I say this

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knowing that a lot of foreign university officials are looking to theUnited States for that very liberal arts x factor, for that spark ofindependence and critical thinking and risk-taking that gives rise tonew inventions, entrepreneurialism, discoveries, and lifelonglearning as well as career flexibility. Before I tell you those secrets,let me just digress for just a minute on that last point. In the last tenyears or so weûve seen the development of a number of liberal artspartnerships between U.S. universities and foreign universities,particularly in the Mideast and Asia. New York University, forinstance, has founded an honors college in Abu Dhabi; Yaleis starting a new liberal arts enterprise in Singapore; severaluniversities have undertaken initiatives in India; and China has juststarted to pursue new liberal arts programs and partnerships. In thelast few years Chinese officials have been exploring new liberal artsinitiatives, as part of an ongoing effort to remake undergraduateeducation throughout China, transforming it into a more dynamic,interdisciplinary, and innovative enterprise.

Let me list some of those pilot projects (I realize this talkwas supposed to be about the liberal arts in the U.S.-but the U.S.models are now extending and competing outwards, and Iûd like tosteer those efforts in the right direction if I could a bit). FudanUniversity in Shanghai has recently introduced an Oxbridge-styleof residential-college education, featuring small-scale classes forundergraduates. Guangzhouûs Sun Yat-sen University has set up a


44

separate liberal arts college within the university in which a testgroup of 30 top students now take courses based on the Chineseclassics as well as ancient Greek and Latin in addition to scienceand economics. In 2005 Tokyo University established the EastAsia Liberal Arts Initiative to promote the liberal arts model oflearning in other countries, with particular emphasis on China-andthey have already established the University of Tokyo Liberal ArtsNanjing Exchange Center at Nanjing University. Other liberal artsinitiatives have been established at elite institutions such as Peking,Zhejiang, and Wuhan Universities. And finally, I want to mentionUnited International College in Zhuhai, China, which is Chinaûs firstindependent liberal arts college. United International College beganin 2005 as administrators at Hong Kong Baptist University, incooperation with the highest government officials in the Ministry ofEducation in Beijing, looked to reform undergraduate education acrossthe land. For decades Chinese universities have been large,impersonal institutions featuring professorial lecturing to massiveclasses, along with the perfunctory student note taking, rotelearning and memorization, standardized test-taking, specializedprograms and majors, mostly in applied fields, all alongside a highemphasis on political doctrine. But that old Soviet-style approachnow seems hopelessly outdated. Government officials, lookingto transform the economy from a rural-agrarian and low-costmanufacturing base into a more cutting-edge knowledge-based

45

economy have bemoaned the countryûs conspicuous lack ofpatents, modern inventions, and international prizes, such as theNobel Prize-and managers report that many college graduates areunable to think for themselves and are thus unemployable. Chinahas experienced a rapid expansion of higher education, going from1.5 million graduates a year in the late 1990ûs to more than5 million last year. That expansion has had a detrimental effecton the curriculum, thinks historian Xu Jilin at East China NormalUniversity in Shanghai, because, he says, the countryûs universitieshave been enticed by the R-1, professional research modelprominent in Europe and the United States, thinking that the R-1model is they way to compete globally and to gain internationalstanding. I quote him: çEducation these days is like factory-farmingchickens. Universities all want to get into international rankings-andmost of these depend on research. Theyûre not interested inproviding a unique education for our kids.é Gan Yang, dean of theInstitute for Advanced Studies in Humanities at Sun Yat-senUniversity shares Prof. Jilinûs analysis of the problem: çRight nowmany Chinese students are just receivers. When you have aclassroom of several hundred people, they just listen to the teacherlecture.é But now many in China are considering and implementinganother model, the American-style small liberal arts college, as theway to go.


46

I donût want to oversell this liberal arts trend in China.Indeed, proponents for expanded liberal arts opportunities faceformidable challenges ahead, not the least of which is a publicrelations problem. When UIC opened its doors six years ago, fewChinese high school seniors even knew what the term liberal artsmeant. UIC hoped for an inaugural class of 500 students; itreceived little over half-and its curriculum is still regarded asidiosyncratic and experimental. Many Chinese high school studentsdream of attending college in the United States, but heretofore mosthave been attracted to big-name, Ivy-League universities and notto small liberal arts colleges. Last year, Chen Yongfang, a Chinesestudent who happened to find himself at Bowdoin College,coauthored a book published in China called, A True Liberal ArtsEducation, the purpose of which was to basically explain the wholeconcept of liberal arts education to Chinese students and theirparents. The book praises the benefits of small college life such asintimate classes with small professor-to-student ratios and withprofessors who focus on teaching rather than research. Chen claimsthat Bowdoinûs commitment to nurturing skills for life rather thansimply for the immediate workplace has made him a passionateconvert: çLiberal arts is about fostering your identity. They want tocultivate your mind. You may not remember all the knowledge youûvelearned after four years, but they want you to know how to learn.éThe book received wide media coverage in China and now awaits a

47

second print run. Meanwhile, Chinese applications to Bowdoin areup 300 percent from just a few years ago. Still, Chen admits thatthe liberal arts may be, overall, a hard sell in China where manydemand practical employment directly upon graduation-yet Chencounters that that liberal arts graduates will perform better over thelong term and have flexible skill sets allowing one to adapt to changingconditions over the long haul.

Even though these foreign universities are looking to bigname American universities for assistance with the liberalarts-Yale, NYU, Duke, and so on-instead of Americaûs premiersmall colleges-Amherst, Williams, Swarthmore, Pomona, and soon-I do see that the small-college model, as opposed to the R-1model has influenced many of these new initiatives abroad. A fewweeks ago I took a quick tally of the list of country where, in thepast 12 years, new undergraduate liberal arts colleges have beenfounded, each modeled explicitly after that distinctively Americaninstitution, the small residential undergraduate liberal arts college.This is a list of countries officially and unofficially hosting brand newliberal arts colleges, not just new liberal arts programs housed withinlarger universities and many of the new colleges on this list havesprung up very recently, only in the last few years. Here goes:Australia, Bangladesh, Canada, China, Germany, Ghana,Hong Kong, India, Israel, Japan, The Netherlands, Russia, Qatar,Singapore, Slovakia, Sweden, United Arab Emirates, Vietnam, Thatûs


48

an impressive list of many of the top players on the internationalscene of global trade. I want to say that those initiatives are startingout on the right track-with the small residential approach-ratherthan looking to enhance international reputations through abranding partnership with a big-name, prestigious U.S. university.I should add that the President of Yale recently made the boldprediction that Yale College in Singapore holds the potential fortransforming higher education throughout Asia in the 21st century.

Anyway, hereûs why I believe what I believe, the secret keyto the liberal arts in a small college setting. First, the key to theliberal arts x-factor-the creative, critical thinking factor-is notsimply a curriculum featuring various subject matters. The liberalarts is not simply a curriculum, rather it is, or becomes, an ethosand eventually, a way of life. Allow me to explain: yes, a typicalliberal arts curriculum features a broad-based approach tolearning, drawing upon history, upon literature, upon science andmath, upon economics and so on. These disciplinary rubrics, whichreally are the legacy of professional graduate training, tend tobreak down pretty quickly at the undergraduate level, such thatexperimental forays into interdisciplinary or transdisciplinary or maybecall it post-disciplinary purviews and approaches start to becomethe norm rather than the exception. One starts to pursue knowledgewherever curiosity suggests and logic dictates rather than followinga script or methodology predetermined elsewhere. I want to say that

49

once liberated from those pre-professional strictures, a professorand his class are free to explore a topic wherever it may lead. Suchbecomes the integrity of oneûs learning and research, namely thatyou are pursuing your studies according to their intrinsic purposes,pleasures, and procedures rather than according to extrinsic goals,designs, and methods. I used to call that a non-utilitarian approachto learning, but Iûve dropped that terminology, because I think aliberal arts education produces a great deal of utility, but notaccording to some short-term metric. Instead, lately Iûve beguntouting the benefits of a non-utilitarian, non-professional pedagogyin the classroom, which is separate from the short-term orlong-term benefits of such an education. And oddly enough,placing a priority on an ostensibly non-utilitarian pedagogy is whatultimately delivers results.

Imagine a class of very smart, very hard working, veryambitious undergraduates turning off their cell phones and poringinto the intensive reading of a long, abstruse novel such as JamesJoyceûs Ulysses and then coming to class to discuss that work.How do you create the educational conditions for that scenario?I donût think you do that by incentivizing such activity. In fact,according to most cost-benefit analyses, reading James JoyceûsUlysses will seem like an absolute waste of time, a silly indulgence.As well, doing most scientific research is a wasteful pursuit.Somehow youûve got to convince those students that they should


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devote their considerable energies to reading Ulysses nonetheless;it means essentially that they will need to suspend their careerconcerns for the duration of that reading period and the discussionthereafter. In that space of suspension, many wonders, many ideas,many insights, many formative connections and conversations,ensue; and I think, no I know, that there are many ulterior benefitsto such a rarefied situation. How do you get a liberal arts studentto play in the orchestra? You donût tell them that, according toneuroscientists, playing music enlarges brain activity or that Einsteinclaimed that he made many of his discoveries while playing theviolin. You donût tell the student that playing in the orchestra willlead to a great job. Rather, you try to instill the love of music, thethrill of the performance and the joys of rigorous practice, for itsown sake as it were, and you let all the ulterior benefits be merelyderivative and secondary. Have faith that they will follow. But thatûspoint number one: pedagogical ethos.

Point number two: small classes. Why are these so crucialto the teaching of the liberal arts? Some of it is obvious: You donûtlearn how to play the trombone by listening to a master tromboneplayer lecturing to a class of 800 student trombonists. And youdonût ultimately learn how to play the trombone by watching anon-line video of a master trombone player. Rather, you learn howto play the trombone by sitting next to a teacher, picking up pointersin the back-and-forth exchange, and then by playing in a small

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band, with others. So, too, with learning how to perform in a theatregroup, or to do scientific research: small is better. One clear benefitour Pomona College students have these days is that our science(and other) professors now involve undergraduates in theirresearch groups, rather than relying upon graduate students; ourundergraduates now co-author papers with their professors, whichis a huge benefit of such an intimate place. Still, thereûs more to thesmall classes than simply the smallness. I want to say that muchliberal arts teaching and learning is teaching and learning accordingto an apprentice model, and the apprentice model requiresface-to-face, eyeball-to-eyeball conversations and interactions.When Iûm teaching someone, Iûm not just lecturing at them, Iûm notsimply imparting knowledge to them, rather, Iûm trying to get themto think. And thinking is an entire process, which doesnût follow aformula. I teach thinking by enacting it, by modeling it. I teachcuriosity, and I hope the joys of rigorous study, and I teach studentshow to encounter and negotiate mystery, frustration, andambivalence. At every turn, I have to rethink my own field, I have toexamine my own working assumptions; thereûs no magic-bulletmethodology for pursuing the worldûs knowledge. Those of us whoactually teach in the classrooms know that one of the best ways ofteaching is to turn the tables on the student, finding a way toreverse the traditional roles of teacher versus student, so that thestudent starts teaching the professor. In fact, thatûs the apprentice


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model in a nutshell: We learn together, we teach each other.The professor remains open to learning, the professor remainsessentially a student, instead of being a know-it-all authority.To be sure, I may know a little bit more than the undergraduatestudent, but I also know that most of the truths and discoveries frommy generation will probably be obsolete for his or her generation.Students provide various models of learning for each other in thosesmall seminars-those small classrooms become workshops forfiguring out with others from your generation what will matter, fornow and in the near future, and how to go about getting there, whatthe right questions are, what matters, what ideas have legs. Youcanût conduct those intergenerational learning workshops in a largelecture hall. You canût conduct those learning workshops completelyvia on-line education. Not yet. If you want to be a lab scientist, youhave to be there in the lab conducting the experiment andobserving the results and discussing the methods with yourcolleagues. If you want to fine-tune the orchestra, your ears needto hear the actual, true-frequency sound waves right there inperson. So, second point: smallness.

Final point: independence. When we say that the liberalarts encourage critical thinking, what are we saying, exactly? Yes,the liberal arts approach is usually Socratic, rather than didactic,but whatûs the point and purpose of a Socratic approach? What Iwant from my students is not their agreement with my point of view,

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rather I want them ultimately to draw judgments about the materialon their own. I want them to gain the confidence in their own abilityto delve into a matter and assess it. By definition, I canût do that forthem. By definition, I cannot think for them. As Socrates contended,an imitated thought is no thought at all. So how do you teachindependent judgment and thinking? Liberal education, I want tosay, involves a paradox at its core. Itûs the paradox of how an oldergeneration can pass on the virtues of independent, critical thinking,that is, thinking as such. If I, as your authoritative professor figure,tell you, lecture at you, beseech you, think for yourself; if I say toyou as your authority figure, question authority, thereûs no way foryou as dutiful follower to uphold both the letter and spirit of mydirectives. If, for instance, you question authority but only becauseI, as your authority figure, told you to do so, then youûre not reallyquestioning authority. But if you cease to question authority in orderto question and to rebel against my authority, then you end up justbeing stupid. Thus the paradox: how do we get students to think ontheir own, as it were? My own answer is, obliquely, by example,and by creating a venue hospitable to and welcoming of suchquestioning and experimentation, the free play of ideas. Someprofessors see teaching through the metaphor of piggyback riding:hop on my back and Iûll take you for a ride somewhere. I seeteaching through the metaphor of learning how to ride a bicycle.When my own children were little, before they could ride a bike


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without training wheels, I had to hold onto the back of their bicycleseat and hold them upright. They would start to pedal, then getnervous, and then look back to make sure I was still there, runningalongside of them and holding them up. But then thereûs a magicalmoment when they çget it,é and achieve balance and can ride ontheir own, and they take off, without my guidance. I knew thisbefore they did, that they had achieved independence, and I couldlet go of the bike and watch them ride off. What a great feelingwhen they looked back and realized that I wasnût holding onanymore!

My friends, I think I will end this talk on that note, leavingyou with that bike-riding image. Iûm not going to try to extend themetaphor into a larger lesson about the impending need for asustainable post-fossil fuel economy, insinuating thereby that weall should to start riding bikes rather than driving gas-guzzling cars.Yet the next generation will face a number of very large challengesahead and will need to be able to think through them. My aim forthis talk has been much more modest. Instead I will invite you tothink, when you think about the liberal arts, to think first andforemost in terms of small intrinsic virtues, habits of the heart andmind, and key metaphors rather than by way of big fancy brandnames and worldly benefits. Thank you very much for listening tome, I am thrilled to be here in Thailand, and I greatly look forward toour conversations in the days ahead.

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