Rising university fees and scarce employment prospects for graduates have led some people to say that universities should not teach arts subjects, like philosophy and history, an only offers practical degree courses that maximize chances of employment. To what extend do you agree or disagree?

The rising cost of higher

education

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,

coupled with

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increasingly uncertain employment prospects for graduates, has led some to argue that universities should abandon

arts

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subjects in favour of more vocationally oriented degrees.

While

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this

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perspective reflects legitimate economic concerns, it ultimately rests on an overly narrow understanding of the purpose of

education

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. I strongly disagree with the notion that

arts

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disciplines should be marginalised, as they cultivate forms of thinking and social awareness that are indispensable in both professional and civic life. At the heart of

this

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debate lies a fundamental question

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whether universities exist merely to supply the labour market or to develop intellectually autonomous individuals. Subjects

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as philosophy and history play a critical role in the latter. They train students not simply to absorb information, but to interrogate assumptions, evaluate competing narratives, and tolerate ambiguity. In an era characterised by information overload and ideological polarisation, these capacities are arguably more valuable than ever. A graduate who can critically assess sources, recognise bias, and construct reasoned arguments is better equipped to adapt across multiple careers than one trained exclusively in narrow technical procedures.

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,

arts

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education

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contributes significantly to the development of social intelligence, a dimension often overlooked in discussions of employability. Through engagement with diverse cultures, historical contexts, and social theories, students gain a more nuanced understanding of human behaviour and societal structures.

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, in turn, fosters empathy and the ability to navigate complex interpersonal environments—skills that are essential in leadership, teamwork, and global collaboration. In many professional settings, the ability to communicate persuasively and to understand different perspectives can be just as decisive as technical expertise.

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is not to deny that vocational degrees offer more direct pathways into certain professions.

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, to prioritise short-term employability over long-term intellectual development would be a profoundly short-sighted policy. Labour markets evolve rapidly, and specific technical skills can become obsolete within years.

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, the analytical and interpersonal competencies developed through

arts

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education

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tend to retain their relevance across time and sectors. In conclusion,

while

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economic pressures on higher

education

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are undeniable, removing

arts

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subjects from university curricula would undermine the broader educational mission of these institutions. Far from being impractical, disciplines

such

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as philosophy and history provide the intellectual flexibility and social insight required to navigate an increasingly complex and unpredictable world.