Social Science and Human Research Bulletin

The development of general education has emerged, in part, from critical reflections on modern education, particularly the concern that contemporary education has produced too many “experts” who possess specialized knowledge but lack a broad understanding of multicultural societies and the complex problems confronting the contemporary world. Narrow and highly specialized professional education may therefore be insufficient to prepare students to adequately address the diverse and multifaceted challenges of contemporary and future societies. Accordingly, general education seeks to promote whole-person development by broadening students’ intellectual horizons, enhancing their humanistic awareness, and cultivating their capacity to understand themselves, others, society, and the world. Ultimately, the purpose of general education is not merely to broaden students’ knowledge but to cultivate individuals endowed with a deep humanistic spirit, enabling them to develop meaningful lives and respond to the challenges of contemporary society with prudence, rationality, and a sense of responsibility. In this sense, the humanistic spirit constitutes the value foundation of general education, while general education serves as an important pathway through which higher education realizes whole-person education and holistic human development. Accordingly, this article argues that the fundamental purpose of higher education should not be limited to cultivating professionally competent individuals. Rather, higher education should seek to cultivate whole persons endowed with a deep humanistic spirit and the capacity to pursue meaningful and fulfilling lives. Such an educational orientation requires universities to move beyond a narrow emphasis on professional competence and knowledge acquisition and to place greater emphasis on human development, ethical awareness, social engagement, and the pursuit of meaning and value in life.

General education, Higher education, Humanistic spirit

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