Everything palls, everything passes, everything perishes

Nobel Laureate Friedrich Hayek argued that we should judge social institutions by the extent to which they promote human liberty and freedom—not a bad yardstick. Universities can promote liberty and freedom in four ways: 

(1) by producing graduates who promote liberty,

(2) by giving graduates the freedom to choose how they will live,

(3) by encouraging diversity, and 

(4) by instilling in graduates a set of pro-freedom values and ethics. 

Preparing graduates for work is an excellent way to foster freedom. Lawyers advance the cause of justice, while doctors liberate the sick from disease and suffering. Scientists and engineers make discoveries that free people from drudgery. More generally, through discussions with academics and other students and by participation in clubs, politics, and sports, students learn the building blocks of a free society - freedom of expression, mutual tolerance, and respect for intellectual debate. And, let us not forget that education gives people greater freedom to choose how they work and live.

Universities also promote freedom by fostering diversity. Students do not only learn from lecturers; they learn their most important lessons from one another. One of the benefits of attending a university is the opportunity to meet students from around the world. By living and studying together, students get the chance to see the world through one another’s eyes. In this way, diversity deepens students’ understanding and tolerance for others.

Most importantly, universities can promote freedom and democracy by building character. Indeed, from ancient times right up to the 20th Century, it was taken for granted that the primary purpose of education was moral. With the decline in religion (at least in the West), it has become impossible for today’s secular universities to provide the prescriptive moral education of the past. In addition, the postmodern denial of universal standards, morals, and values and its scorn for the achievements of the Enlightenment has taken a severe toll on universities.

Muddled by relativism, universities fear championing the ideals at the core of western civilisation, ultimately sapping their confidence. In Kennedy’s words again: 

It is not difficult to conclude that the role of universities has been partially diminished by their own failure to exercise intellectual leadership in the areas that a thoughtful public believes to be important.

How can we expect our students to analyse ethical issues such as stem cell research, nanotechnology, euthanasia, gender identity, abortion, or freedom of speech if we do not show them how? Indeed, a higher education that is worth anything at all should equip students with a sense of morality and ethics. By refusing to teach students about civility and responsibility, universities have abandoned an essential part of their traditional mission.

How can universities achieve moral aims? In a secular age, it won’t be easy.