Senior Max Goldman arrived on the Hill with plans to pursue his passion for politics by majoring in either political science or International Relations. But after taking several political science courses, Goldman realized that they just weren't the right subjects for him.
"I had been really involved in politics, and because I cared so much about it, I thought [political science] was a really cold way of looking at it," Goldman said.
On a whim, Goldman signed up for Introduction to Philosophy. Several philosophy classes later, he declared a major in the subject.
Had Goldman or any of the 37 senior philosophy majors at Tufts attended the University of Louisiana at Lafayette, their preferred course matter would not have been available to them, as the university eliminated its philosophy major last spring after years of declining enrollment.
A New York Times article published on Dec. 29, 2009 titled "Making College Relevant" examined schools like the University of Louisiana that are changing their academic curricula to appear more "career−geared."
For example, according to the article, Thomas College of Maine guarantees prospective students that if they can't find a job within six months of graduation, the school will either allow them to come back to take more classes or pay their student loans for a year. Similarly, at the University of Texas at Austin, the English department implemented a course called "The English Major in the Workplace" that puts just as much emphasis on networking as on analyzing literature.
At a liberal arts school like Tufts, the idea of taking an English class in which one learns how to network might seem ludicrous.
Is the Tufts belief in the value of a liberal arts education elitist? Do students have the luxury of choosing a "less practical" major because they go to a top−notch school, and will this luxury slip away, so that someday soon Tufts will revamp its academic approach to appear more "career friendly?" Professor Nancy Bauer, the chair of the Department of Philosophy, doesn't think so.
"People at other schools may be under the impression that they need to major in something that will help them get a job … This doesn't mean that it's true," Bauer said.
Bauer added that she is certain employers continue to prefer hiring students who are well−rounded and intelligent.
"I still think that — actually I know that — most employers think … that being a well−educated person in any field is most important," Bauer said. "Employers are looking for people who can think on their feet, think deeply, speak intelligently and contribute thoughtfully and reflectively."
She said that while people who are certain they want to go into a very specific field, like radio broadcasting, for example, should attend specific colleges, most entry−level positions do not require a specific set of skills, and thus students do not need certain majors to apply.
"The fact of the matter is that having a particular skill may or may not help you to get a get a job, but being articulate and interesting and reflective and thoughtful may very well get you a job," Bauer said.
Jean Papalia, director of Career Services, echoed Bauer's support for liberal arts educations. She said that her office encourages Tufts students to choose majors based on their interests and passions.
"Unless you are pursuing a very technical career, the value of your experiences and skills, gained through internships, volunteer work, extra−curricular activities, class work, and part−time jobs will have a greater impact on your job search success than your academic major," Papalia said in an e−mail to the Daily.
Papalia called particular attention to a passage from the New York Times article that she said supports her claim. According to the article, a poll conducted by Association of American Colleges and Universities of employers who hire 25 percent of their employees from colleges found that employers often value broad preparation rather than narrowly focused education.
The poll said that 89 percent of respondents hoped colleges taught "the ability to effectively communicate orally and in writing," 81 percent wanted students trained in "critical thinking and analytical reasoning skills," and 70 percent of respondents wanted employees who were taught how to be innovative.
For his part, Goldman said that he has been satisfied with his major at Tufts. He said that his philosophy courses have challenged him to enhance his analytic abilities and improve his writing skills.
"I think that no matter what you study in philosophy, you come out with a really good capacity for argument … I've spent four years here writing papers about the most absurd things, and it's definitely helped my analytical thinking," Goldman said.
Next year, Goldman plans to apply to law school — a task for which he believes his philosophy major has prepared him. He says that he never worries that his major could weaken his résumé. In fact, Goldman said that he's heard philosophy majors do best on the Law School Admission Test.
Whether Tufts students major in philosophy, chemical engineering or Spanish, Papalia believes that their education renders them well−positioned for career success.
"Tufts students are well−rounded high−achievers, leaders in their fields, confident decision makers and effective communicators," Papalia said. "Tufts students are educated as independent and critical thinkers. They contribute to progress and profitability in their varied careers and industries. They are leaders who thrive across all industry sectors and make decisions that will impact and improve our rapidly changing world."
