At the heart of my keynote address to the 2018 Association of General and Liberal Studies in Pittsburgh, PA is this idea:

The intellectual and ethical habits we need to transform higher education are the same as those we need to cultivate in our students if they are to thrive in the dynamic, interconnected world into which they will graduate.

To cultivate these intellectual and ethical habits in our students, however, we need to learn and embody them ourselves. Here again, I emphasize the central importance of a commitment to performative consistency that has shaped my scholarship and administrative life for years. 

Performative consistency involves enacting the values for which we advocate.  

In The Price of the Ticket,1 James Baldwin puts it succinctly:

I can’t believe what you say, because I see what you do.

To live up to this insistence on performative consistency requires intentional practice, humility, and vulnerability — characteristics not usually associated with the culture of higher education. 

But this culture must change.

Our attempts to elevate and champion the central importance general education and the liberal arts must themselves be animated by intellectual and ethical habits that enable us to put our freedom into practice in ways that enrich the world. 

Core Habits of the Arts of Liberty

To speak of the “arts of liberty” is to recognize that freedom is an activity that can be practiced well or badly.2 When practiced well, freedom expands, enriching the life of the community in which its members are empowered to live intentional, fulfilling lives. When practice poorly, freedom contracts, impoverishing our relationships with one another, and tearing the fabric of community.

In the presentation, I identify three core habits of the arts of liberty that enable us to practice freedom well.

  • Attentive listening: the capacity to be present to another in ways that are attuned and responsive to their experience; 
  • Ethical imagination: the cultivated habit of imagining one’s way into the life of another in order to open new possibilities of a more just future;  
  • Critical discernment: the capacity to recognize the limits of our relationships with one another and to hold ourselves accountable to the values we hold most dear.

In her forthcoming book, Generous Thinking,3 Kathleen Fitzpatrick speaks about the need to cultivate a “listening presence” and “critical humility” in ways that resonate with and deepen the account of the core habits of the arts of liberty that might enable us to educate and become more ethically imaginative citizens. 

Ethically Imaginative Citizenship

In her 2018 keynote address to the Association of American Colleges and Universities, Nancy Cantor enjoins us to re-imagine the future “with an eye toward cultivating empathetic citizenship.”4 She convincingly argues that we in higher education must create spaces for students and scholars to engage in democratic dialogue with a broader public so that we might shape the public good.

Empathy, however, is a necessary but insufficient condition for ethical imagination. Empathy involves the ability to share the feelings of another, but ethical imagination is a cultivated habit of character capable of imagining new possibilities for more just relationships based upon empathy, a “listening presence,” and “critical humility.”

These are the habits a new general education curriculum must embody, and they are the habits we ourselves must learn to put into intentional practice everyday in every encounter we have. 

Live-Tweets of the #AGLS18 Keynote Practicing the Arts of Liberty

  1. Baldwin, James. The Price of the Ticket: Collected Nonfiction, 1948-1985. New York: St. Martin’s Press, 1985, 594.
  2. Long, Christopher P. “The Liberal Arts Endeavor: On Editing the Journal of General Education.” The Journal of General Education 65, no. 1 (2016): v-vii.
  3. Fitzpatrick, Kathleen. “Generous Thinking | The University and the Public Good.” Accessed September 22, 2018.
  4. Cantor, Nancy. “Of Mutual Benefit: Democratic Engagement between Universities and Communities.” Text. Association of American Colleges & Universities, June 18, 2018.

One Comment

  • September 24–26, 2018 | Columbia Southern University
    Virtual Sessions Attended:

    Presentation (Powerpoint file):


    Recommended Book: Winning the Game of Life by Chantell M. Cooley

    Amanda Gillis: I like to discuss their goals. It helps to find out where they are and where they want to be, and what challenges they anticipate along the journey to fulfill their goals.
    IDEA: Could share my own story of college… to give insight that I understand college is challenging and life happens, but you gotta make the best of the situation. (high school > ECU?/UNCG > freelance… fine art/design student 2.5GPA?… illness > home for 1 yr > GTCC design student 4.0GPA > recommended by instructors for in-house design job CLT > freelance WS > asked by instructors to teach PT GTCC… to FT GTCC for 14yrs > move to HI… freelance > move to NC… teaching FT WTCC… freelance… taking courses at WTCC in web design and golf! Always learning, exploring, conferences, workshops, AIGA events, etc.


    Buzzwords: Bootcamps (in higher ed), BitCoin (cryptocurrency), Big Data (for decision-making), Virtual Reality (for workforce training), 3D Printing (prosthetics and such), Artificial Intelligence (AI), Nanotechnology (medical field, clothing, etc.), Open Education Resources (OpenStax, Saylor, OER Commons, etc.), Competency-Based Education, Machine Learning

    Recommended Book: Algorithms of Oppression: How Search Engines Reinforce Racism by Safiya Umoja Noble
    Issue of Self-Plagiarism (re-publishing one’s own work and citing sources).
    Practicing the Arts of Liberty by Christopher Long (AGLS Keynote)


    Timely feedback, variety in assignments and content, must be structured, engage early and often.

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