In order to truly understand what a liberal arts education leads to and its specific benefits, it is paramount that one understands the basic premise of a liberal arts education. After identifying the basic foundation of the liberal arts education as all-encompassing, the main purpose of glorifying God through learning is realized. Following this main purpose, it is possible to narrow down five specific outcomes of this type of learning. From this point, a web of connection begins to form between this particular type of education along with its benefits, a specific discipline (i. . the health sciences) and the Christian faith.
At the core, a Christian liberal arts education implies an allencompassing education focused on cultivating and identifying particular gifts and passions in students and learners. The purpose of stimulating these gifts aligns with the idea that work is worship. Specifically with education, as one learns and explores the intricacies of the sciences and the humanities, the learner ideally grows in a love for the Creator and His creation. Instead of simply forming resume virtues, eulogy virtues are produced.
New York Times bestselling author David Brooks personifies these two virtuous standards in characters Adam | and Adam II in his book The Road to Character. Although resume virtues are indeed essential qualities for an effective vocation later in life-portrayed in Adam 1—the comprehensiveness of the liberal arts produces the type of individual whose internal morals and values are prioritized over any superficial appeal or resume-like identity (Adam II). First, a greater desire to study and cultivate a broader scope of knowledge is created because of a liberal arts education.
Unfortunately, due to a lack of Christian colleges that are liberal arts in nature, serious Christian scholarship becomes difficult to identify. As George Marsden states in his book, The Outrageous Idea of Christian Scholarship, “Even among Protestant evangelicals… interest in serious Christian scholarship is found only among a minority of the many groups to whom the term “evangelical” may refer” (Marsden 114). A liberal arts education counters this mentality. Instead of being content with studying Scripture and Scripture alone, a liberal arts education stimulates the mind to discover God in more areas than simply His word.
God is discovered in the intricacies of the human body as students marvel at the complexity and specificity of hormones, neurons and muscles. God is discovered as students demonstrate creativity in music, dance and drama. God is discovered through the ability to communicate using language, spoken, heard and written. God is discovered in as students seek Him in His creation. The second outcome associated with a liberal arts education is the establishment of a concrete worldview or template on how to view the world. Understanding how humans see the world is vital to gain an idea on how a particular man or woman will act.
These values and morals the man or women possess will influence every action they make both big and small. As Dr. Ryken states, “Worldview serves as a useful construct for explaining why we look at things differently than other people do. Since Christians hold their worldview in common with other believers, it serves as a point of spiritual and intellectual unity” (Ryken 25-26). A liberal arts education sets a sort of standard in providing knowledge and wisdom in constructing each student’s individual worldview. Next, although it is not necessarily a primary focus, resume building virtues are established with a liberal arts education.
As the student attempts to become a better Adam II, the natural result is an external appearance of Adam I. The individual does not strive solely for these attributes, but they are established because of the diversity of classes taken and knowledge ascertained through schoolwork. The Wheaton College website highlights the marketable skills such as critical thinking, effective communication (both verbal and written), innovative problem solving, teamwork and a drive to pursue additional professional education (The Liberal Arts at Wheaton College N/A).
Fourth, a liberal arts education prepares the student to excel in whatever sort of career or vocation God has planned for their lives. For example, in spite of a hard science background, a liberal arts education affords the opportunity to pursue other vocational endeavors for Christ and His Kingdom outside this specific realm due to the broad scope of a liberal arts education. This type of versatility is lacking as degrees at many major universities become more and more specialized and equip students to be able to do only one thing extremely well.
The liberal arts education provides the skills for students to thrive in a variety of areas, regardless of major or academic discipline. Finally, a liberal arts education stimulates whole person development in order to create exceptional leaders who utilize their God-given talents “For Christ and His Kingdom” both in a future vocation and in everyday life. Later in The Road to Character, David Brooks describes this sort of person. “Their minds are consistent and their hearts are dependable.
Their virtues are not the blooming virtues you see in smart college students; they are the ripening virtues you see in people who have lived a little and have learned from joy and pain” (Brooks 50). Based on these five specific outcomes of a liberal arts education, an interconnection begins to form with the completeness of this type of education, the Christian faith and the health sciences. The premise behind this type of education pushes a broad spectrum of learning that does not simply focus on science as an absolute or faith as an absolute.
It attempts to combine the two by integrating faith and learning to create a more complete graduate. The health sciences deal with the human body-specifically its form and function—which is arguably God’s most magnificent creation. The health sciences deal with studying the masterpiece and final work of the Creator God. As with many disciplines, as knowledge is ascertained in the health sciences, it becomes clear that the complexity and specificity of the human body is, in many ways, far too advanced for our finite minds to understand.
Health science majors only begin to scratch the surface of why the body works the way it does, but as learners continue to scratch the surface, the brilliance of an all-mighty God is recognized and appreciated to an even greater extent. Ultimately, this is the goal. The goal is to see God in the physical world and gain the skills to see Him in other areas of life so that He can receive more glory through our description of His creation and recognition of who He is.