Moral Maze

Universities across the country are cutting back on humanities courses – philosophy, history, modern languages – subjects long seen as central to a well-rounded education. The reason is familiar: falling student numbers, financial pressure, and a growing insistence that degrees must demonstrate clear economic value. If a course doesn’t lead to a well-paid job, why should anyone fund it? That points to a deeper divide about what education is for. Is it an intrinsic good: valuable in itself, shaping critical thinking, moral judgment, and an understanding of the world? Or is it an extrinsic one: a means to an end, justified by the jobs it produces and the growth it delivers?For centuries, from Socrates onwards, education has been tied to human flourishing – to forming citizens, not just workers. But today, the language has shifted. Students are consumers. Universities compete. Courses are judged by salary. And the tensions don’t stop there. If education is a public good, why does access remain so uneven, divided