Review Article : The Paradox of University EFL: A Liberal Arts Subject without Liberal Arts Content
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Abstract
This paper reviews the history, substance and importance of a liberal arts philosophy and content in Education including Greek, Roman, Renaissance and later development of the philosophy, up to recent debate and research on the issue. The writer argues that certain trends in EFL, in particular, learner-centred curricula, the idea of language proficiency and the expansion of ESP, have resulted in a paradox: a liberal arts subject without liberal arts content. It is argued that the benefits of a classical, if updated, liberal arts education remain vastly superior to what TEFL teachers are currently offering and that we ignore the educational thinking of some of the greatest minds of the last 2,500 years at our peril. It is questioned whether there is any coherent rationale behind this departure from a liberal arts philosophy and suggested that all TEFL educators reconsider liberal arts content and consequent lifelong benefits for the student.
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