The Case for a More Engaged, Holistic College Education

In 2019, sociologist Musa al-Gharbi called for a college education that would help students “understand biases and cognitive distortions (including and especially their own!)” and prioritize civic education and engagement.

Al-Gharbi noted that despite significant increases in the number of Americans with college degrees and a rise in average IQ levels, civic, historical and cultural literacy have remained stagnant. Meanwhile, political polarization, mistrust and social fragmentation have intensified, with many Americans increasingly reluctant to marry, date or even befriend those with different political views. Trust in one another and confidence in the future have steadily declined.

Al-Gharbi’s observations raise a troubling question: If more Americans than ever are educated, why hasn’t this translated into greater civic knowledge or social cohesion? One answer may lie in the fragmented structure of today’s college curriculum. While most universities attempt to balance breadth, depth and choice, these elements often don’t work together to produce the kind of well-rounded, civically engaged graduates higher education aspires to cultivate.

Today’s college curricula rely on general education requirements to offer a foundation in the liberal arts, specialized training within a major and a flexible selection of electives for exploration. This model is intended to balance broad knowledge with deep expertise, giving students the freedom to shape their own educational paths. However, this structure often lacks a coherent, integrated approach to developing civic literacy, analytical rigor or cultural and artistic awareness.

The result is that many students graduate with a fragmented understanding of society, without the analytical tools or cultural literacy needed to engage meaningfully with diverse perspectives or to navigate the social and political complexities of contemporary life. Many graduates leave without a clear sense of how their education equips them to participate actively in civic life or address societal challenges effectively.

Addressing Deficiencies in Civic and Cultural Literacy

General education requirements, while intended to provide a broad foundation, are often seen as mere boxes to check rather than as opportunities to build a cohesive understanding of society. Because these requirements can be met by selecting from a wide range of discipline-based courses, students are left without a guarantee of receiving the essentials of a liberal education. As a result, many gain only a superficial and narrow exposure to the arts, history, literature, philosophy, social science methods and the frontiers of scientific investigation.

In addition, the curriculum seldom addresses intangible but vital aspects of education, such as ethical development, emotional intelligence and empathy across social divides. As al-Gharbi points out, students often graduate without understanding how biases and cognitive distortions shape their perceptions and decision-making. Lacking this awareness, they are less prepared to critically evaluate information or engage in meaningful, constructive dialogue on societal issues.

Though colleges claim to prioritize analytical and critical thinking, these skills are often siloed within specific disciplines rather than applied broadly across the curriculum. This fragmented approach limits the development of critical thinking as a universally applicable skill and undermines students’ ability to tackle complex societal issues.

The Need for Holistic, Multidimensional Development

Ideally, college should foster not only intellectual growth but also ethical, social and emotional maturity. However, few curricula are designed to support holistic development. Courses on ethics, civic responsibility or emotional intelligence are rarely required, leaving students to navigate these areas on their own or miss them altogether. Without this grounding, graduates are often ill prepared to manage personal challenges or contribute meaningfully to broader societal issues.

Moreover, without courses or programs encouraging dialogue across differences, students are ill equipped to engage constructively with peers who hold opposing views. This lack of engagement may contribute to the increasing social and political polarization al-Gharbi observes. Rather than fostering dialogue, many students learn to avoid or dismiss differing opinions, deepening polarization and weakening the potential for civic engagement and cooperation.

Toward a Transformative, Cohesive Curriculum

If universities aspire to prepare students for meaningful roles in society, they must rethink their educational models. Al-Gharbi’s vision of a college education that emphasizes awareness of biases, civic engagement and dialogue across differences offers a valuable blueprint. Such an education would transcend technical skills or narrow disciplinary knowledge, equipping students with a framework for understanding themselves and others in a complex, interconnected world. To achieve this, institutions should consider the following shifts:

• Incorporate civic and cultural literacy: Universities could broaden the core curriculum to include courses explicitly focused on civic education, cultural literacy and ethics. These courses might explore U.S. and global history, social justice and the history of ideas, enabling students to contextualize contemporary issues within a broader framework.
• Enhance critical thinking and bias awareness: Critical thinking and cognitive awareness should be emphasized across disciplines, with courses that encourage students to examine their biases, question assumptions and engage in evidence-based reasoning. This approach would help students recognize cognitive blind spots and approach information critically and thoughtfully.
• Promote holistic development: Colleges could create programs and workshops that focus on emotional intelligence, ethical reasoning and empathy. Courses exploring identity, community and social responsibility would help students develop a sense of civic duty and social empathy, preparing them to engage constructively across lines of difference.
• Create spaces for constructive dialogue: Institutions could offer forums, courses or extracurricular opportunities for moderated discussions on controversial or complex issues. These settings would give students practical experience in constructive dialogue, teaching them to approach opposing views thoughtfully and respectfully.

Al-Gharbi’s call to refocus education on cognitive awareness, civic literacy and constructive engagement serves as a powerful reminder that college can and should be more than a set of credentials. By embracing this vision, universities could help cultivate graduates who are not only career-ready but also intellectually engaged, civically active and empathetically aware—a generation prepared to address the challenges of an increasingly divided and complex world.

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Although al-Gharbi’s essay does not mention the phrase “decolonize the academy,” it ties into a larger, crucial discussion about the broader purpose and mission of a college education. Calls to decolonize the academy have gained momentum in recent years, yet the phrase’s meaning remains elusive and contested.

For some, “decolonizing the curriculum” involves a critical examination of Eurocentric biases and the structures of power and inequality woven into academic traditions. This approach calls for a curriculum that investigates how racial, gender and class hierarchies were built, institutionalized and challenged over time. It invites students to analyze how dominant narratives have historically justified inequality, how global capitalism has exacerbated economic divides and how colonization, exploitation and cultural dominance have left lasting imprints on societies worldwide.

Alternatively, decolonizing the curriculum may emphasize expanding the curriculum to incorporate voices and perspectives previously marginalized or overlooked. Rather than purging specific traditions, this approach seeks to broaden the curriculum to encompass a genuinely global, comparative framework. This model does not discard Western intellectual traditions but encourages critical engagement with a diverse array of viewpoints, fostering an intellectual space where global interconnections and power dynamics are explored in depth.

Such a curriculum would encourage students to examine the influences and exchanges between cultures, nations and knowledge systems over time. Courses in history, philosophy and the social sciences could be reimagined to trace how concepts like democracy, ethics, human rights and justice have evolved differently across societies, fostering an understanding of the shared yet distinct paths of human thought and societal development.

A critical awareness of global issues—such as economic inequality, environmental crises and human rights—requires this pluralistic approach, which underscores how knowledge can simultaneously reinforce and dismantle power structures.

In this model, a decolonized curriculum seeks to cultivate a sophisticated understanding of cultural interdependence, power and complexity, going beyond superficial engagement with diversity. By helping students critically engage with global perspectives, universities can develop graduates who are not only culturally literate but also capable of understanding and navigating the intricacies of a world shaped by intersecting histories, ideologies and systems of influence.

Emphasizing critical awareness and cross-cultural engagement, a truly decolonized curriculum enriches students’ education, equipping them with the analytical tools needed to confront global challenges and participate in a world of intertwined realities and shared responsibilities.

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Given the contemporary university’s focus on research, faculty autonomy, student choice, vocational orientation and its division into specialized, stand-alone courses and departments, it is hard to imagine a shift toward a more developmental, transformational and critically aware educational model. Yet, this challenge is worth addressing.

To move in this direction, universities would need to embrace structural and cultural changes across curriculum, pedagogy, faculty roles and the student experience. Such changes would aim to produce graduates who are not only skilled in their fields but also mature, thoughtful, ethically and civically aware, culturally literate and equipped with strong analytical, critical thinking and collaboration skills.

By prioritizing a more holistic approach, universities can prepare students for more than just professional success—they can cultivate lives of purpose, empathy and engaged citizenship in a complex, interconnected, problem-riven world.

Reimagining the Curriculum: Integrated, Purpose-Driven Learning

A curriculum aimed at holistic development would shift from a “menu” of disconnected courses toward an integrated approach, fostering interconnected learning. Instead of treating the humanities, social sciences and natural sciences as isolated domains, a more cohesive curriculum would encourage students to see the intersections between disciplines, showing how diverse fields collectively deepen our understanding of the world.

General education requirements could be reframed as interdisciplinary courses that tackle real-world issues—like social justice, environmental sustainability or global health—providing students with a unified approach to learning that connects theory to practice.

Capstone experiences, such as a senior thesis, research project or community-based project, could serve as culminating points in this model, allowing students to synthesize and apply knowledge across disciplines. These experiences encourage critical thinking and real-world problem-solving, bridging academic inquiry with personal growth and practical engagement.

Shifting Pedagogy: From Passive Learning to Active Engagement

Pedagogy would need to move beyond lecture-based instruction toward more active, student-centered learning. This shift could involve project-based learning, collaborative assignments and experiential activities that make education more engaging and relevant. For instance, courses might include case studies, simulations, debates or design thinking projects, challenging students to apply theoretical knowledge to real-world situations. This approach fosters both understanding and retention, while also cultivating a more dynamic, participatory classroom culture.

Alongside academic knowledge, universities could prioritize soft skills like teamwork, ethical reasoning and conflict resolution, equipping students with the emotional and interpersonal tools necessary for collaboration and resilience. By engaging students directly in their own learning, this approach instills a sense of responsibility, autonomy and critical awareness that extends beyond academics.

Redefining Faculty Roles: Mentorship and Holistic Development

In this more developmental model, faculty would take on expanded roles, acting not only as subject experts but also as mentors who guide students’ holistic development. Professors would support students’ ethical, emotional and social growth alongside their academic progress. Faculty mentorship programs could foster closer, more supportive relationships, helping students navigate challenges and develop self-awareness and maturity.

To enable faculty in these expanded roles, universities could offer professional development in mentorship and interdisciplinary teaching and adjust faculty evaluations to recognize contributions to student development. In doing so, institutions would cultivate a culture where faculty are seen as mentors who shape students’ character and worldview, encouraging students to emerge as well-rounded, critically aware individuals.

Enhancing the Student Experience: Creating Communities of Inquiry

A developmental model would also enrich the student experience outside the classroom, fostering a campus culture of inquiry and engagement. Universities could create spaces where dialogue across diverse perspectives is actively encouraged, through student discussion groups, guest speakers and cross-departmental forums.

Thematic learning communities focused on issues like social justice, environmental sustainability or global citizenship could also deepen the student experience, bringing together students with shared interests in communities of inquiry. Reflective activities—like journaling or group discussions—could accompany these experiences, allowing students to process what they learn in relation to their own values and perspectives.

Strengthening Civic and Ethical Engagement

Civic responsibility and cultural literacy would be central to a more holistic education model. Courses across disciplines could integrate questions of ethics, justice and social impact, prompting students to consider how these values shape society. Universities could also require courses on civic engagement, public discourse and ethics, preparing students to contribute constructively to their communities and participate thoughtfully in democratic life.

Partnerships with local, regional, national and global organizations would provide students with opportunities to work on projects that address real-world challenges. Through civic engagement, students would gain firsthand experience in addressing social and ethical issues, cultivating a strong sense of civic duty and empathy for others.

Encouraging Critical Self-Reflection and Self-Awareness

A university committed to holistic development would emphasize self-reflection, encouraging students to examine their own beliefs, biases and assumptions. Courses in philosophy, psychology and cultural studies could prompt students to cultivate self-awareness, empathy and a more nuanced understanding of human complexity. Structured opportunities for reflection could become integral parts of the curriculum, helping students build resilience, broaden their perspectives and foster lifelong learning.

A more developmental and holistic educational model would require a deliberate rethinking of the university’s role, shifting the focus from narrow professional preparation to nurturing mature, thoughtful, ethically aware and culturally literate graduates. Such an approach promises to prepare graduates who not only possess critical thinking and collaboration skills but who are also equipped with a sense of purpose and a commitment to contribute positively to society.

By prioritizing holistic student development and a more integrated, reflective approach to education, universities can build a more thoughtful, connected and just society—while still preparing students for the professional challenges that await them.

A Path Toward Holistic Education

To prepare students for the complexities of a diverse and interconnected world, colleges must move beyond a narrow focus on career preparation and adopt an educational model centered on critical awareness, holistic development, global cultural literacy and civic engagement. An education that integrates critical thinking, cultural awareness and cross-cultural communication prepares students not only for careers but for meaningful, engaged lives in an increasingly polarized world.

Shifting toward a developmental, transformational and critically aware university model demands significant changes across curriculum, pedagogy, faculty roles and the student experience. Yet by embracing this more integrated, reflective and civically engaged approach, universities can prepare students for more than just professional success. They can instill a sense of purpose, empathy and intellectual curiosity—qualities essential for fostering a thoughtful, connected and just society.

Placing student development at the heart of the academic mission ensures that each graduate emerges with the ability to think critically, engage compassionately and navigate complex global and ethical issues. Such an education would equip students not only to thrive in a rapidly evolving world but to contribute meaningfully to their communities.

As universities cultivate an environment that values critical awareness, civic responsibility and global literacy, they empower students to become agents of positive change, prepared to address the challenges of an interconnected and diverse world.

Moving forward, universities have an opportunity to transform themselves not only into centers of learning but into hubs of personal growth and social engagement. Through a commitment to holistic education, they can produce graduates who carry forward a spirit of inquiry and responsibility—graduates who are equipped not only for their careers but for the responsibilities of citizenship in an increasingly complex and interdependent world.

This vision calls for bold and imaginative reform, yet the outcome promises a generation that is adaptable, ethically conscious and capable of building bridges across divides. By cultivating thoughtful, globally aware and civically engaged individuals, higher education can fulfill its mission: to bridge divides, enrich lives and empower individuals to lead with integrity in a complex society.