Questions of Careerism and Character
JOHN D. BASIE
In his book The Idea of a College (1959), educator and Harvard chaplain D. Elton Trueblood identified the American cultural assumption regarding the purpose of higher education:
"Millions, when they think of college, think primarily of one thing—how can the student be prepared most perfectly or most quickly to do the work associated with his intended vocation or profession? Why not, many ask, proceed at once to the serious business of technology, which is the distinguishing mark of our age, leaving out all the decorations and fancy courses that are a waste of time?” (1)
More than 60 years later, Trueblood's analysis is still accurate. Students and parents often shop for colleges based only on what they believe a particular four-year degree will do to usher them as quickly as possible into some sector of the marketplace. Granted, healthy ambition is a good thing that most parents want (and ought!) to encourage for their teenagers, and a four-year degree currently is still arguably a requirement for anyone who desires to turn healthy ambition into productive work. Although the trades have been coming on strong in recent years with respect to employment prospects, most leadership roles in our society will continue to favor those who have taken the time to earn formal educational credentials.
One of the main challenges in searching for a college is the approach taken by students and their parents, namely that of a consumeristic approach. They perceive that the only real value is the credential itself—and if it can be earned in a safe, Christian environment, well, all the better. Simply put, “college shoppers” tend to be concerned only about the degree to which a B.A. or a B.S. will help them in attaining that all-important first job. Careerism has, in a real sense, hijacked the deeper purposes of higher education. The age-old question that has been forgotten in this higher education buyer's market is "How will this four-year education form my character, as well as my intellect?"
A liberal arts education, grounded in a biblical worldview answers this question by eschewing careerism and instead proceeds intentionally with new knowledge projects in all disciplines not just for the sake of preparing students for their first job, and not even for the sole purpose of the pursuit of truth (as important as that is). Christian faculty who have thought well about the deep purposes of higher education believe that these are worthy goals, but they are not goals in and of themselves...rather they are means toward the end of forming a student's character properly so that the student can discern God's call upon his or her life. As humans, we bear the imago dei—the image of God—and our education’s deepest purpose should be to cultivate and develop that image holistically in preparation for a life of service in His world. It is a kind of discipleship. More specifically, it is intellectual discipleship.
A college or university guided by the Christian world and life view holds that there ought to be no disparity between the formation of one's character and the formation of one's intellect and "skill set" for the sake of a profession. Why did Trueblood believe these concerns ought to be central to the purposes of going to college? Because he understood that man "is worthy of respect, not because of what he is, but of what he represents, and what, under God, he may become." (2)
As teaching faculty, we interact with students from all walks of life. Some are more focused than others. Some have stronger faith than others. And, as we have discussed in this article, most have a pragmatic, consumeristic view of higher education. Whatever their reasons for joining our academic communities, they are a part of us and are now in our care. It is indeed a sacred trust to be stewarded. Here are some questions we can pose to ourselves as we seek the good of our students and our respective communities of faith and learning: “What are my students’ assumptions about the main purpose of a college education? How can I test those assumptions in ways that encourage them to become more curious about why they are here and what they stand to gain? In what ways does the image of God in me need to be further cultivated so that I can help my students further understand the deeper meaning of intellectual discipleship?
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(1) D. Elton Trueblood, The Idea of a College, Harper and Brothers (1959), p. 95
(2) Trueblood, p. 30
John D. Basie, Ph.D., is Director of Graduate Programs, Impact 360 Institute and serves as Affiliated Professor of Leadership at North Greenville University.