This New Law Could Destroy Christian Colleges

This New Law Could Destroy Christian Colleges 🔗 **Source:** [This New Law Could Destroy Christian Colleges](https://www.youtube.com/watch?v=iA75Ac9lZHs) > [!note]+ Document Notes > tags: #higher-education #federal-financial-aid #religious-education #liberal-arts > author: Holy Post Podcast > source: YouTube > reference: https://www.youtube.com/watch?v=iA75Ac9lZHs > date created: 2024-12-19 14:30 > > # 🏷️ Title: This New Law Could Destroy Christian Colleges >  ## 🧰 Action Inbox - [H1] Research full text of Department of Education regulation — verify 53% failure rate statistic #higher-education - [H2] Contact Christian college administrators for impact assessment — gauge preparedness strategies #religious-education - [H3] Analyze liberal arts program ROI metrics — develop alternative value measures #liberal-arts ## 🧭 Table of Contents - [[#📝 Summary]] - [[#📖 Main Content]] - [[#🗒️ Notes]] - [[#📚 References]] - [[#🗣️ Paraphrase]] - [[#📰 Newsletter]] - [[#✅ Action Items]] - [[#🧪 Hypotheses]] - [[#📊 Methodology]] - [[#❓ Questions]] - [[#🔮 Future Research]] - [[#💡 Implications]] - [[#🧠 Learning Styles Assessment]] - [[#📊 Accessibility Assessment]] - [[#🌍 DEIB Assessment]] - [[#✅ Logical Validity]] - [[#🛡️ DARVO Analysis]] - [[#🎯 Conclusion]] ### 🔗 References - [Department of Education Gainful Employment Rule](URL) - [Federal Student Aid Eligibility Requirements](URL) ## 📝 Summary - A new Department of Education regulation labels bachelor's/master's programs as "failures" if graduates don't earn more than their age-group peers without degrees - Students in "failing" programs become ineligible for federal financial aid, effectively cutting off student loans - By government estimates, 53% of religion/religious studies bachelor's degrees would be considered failing under this metric - The regulation disproportionately impacts seminaries, Bible colleges, arts programs, humanities, and education degrees - Critics argue this reduces educational value to purely financial metrics, undermining the broader purposes of liberal arts education ## 📖 Main Content The Department of Education has implemented a regulation that evaluates academic programs based solely on graduate earning potential compared to non-degree holders in the same age group. Programs failing to demonstrate higher earnings lose federal financial aid eligibility for their students. This "gainful employment" metric particularly threatens religious education institutions. Seminary and theological programs, which traditionally prepare students for ministry roles that prioritize service over financial gain, face potential elimination from federal aid programs. The regulation also affects liberal arts disciplines including humanities, arts, and education programs. Kevin Brown, president of Asbury University, argues that this framework "reduces a faith-based school's value to future earning potential" and "effectively punishes institutions for advancing a service ethos driven by religious convictions." The policy creates broader implications for democratic education. Liberal arts education historically aimed to create an informed citizenry capable of self-governance through exposure to literature, philosophy, history, and political science. Reducing educational value to immediate financial returns may undermine this civic preparation function. ## 🗒️ Notes #### ⏱️ [00:00](https://youtu.be/iA75Ac9lZHs?t=0) — [H1] New DOE regulation defines program "failure" - Key idea: Programs whose graduates don't out-earn non-degree holders lose federal aid eligibility - Evidence: "Students in these failing programs would be ineligible for federal financial aid" #### ⏱️ [01:15](https://youtu.be/iA75Ac9lZHs?t=75) — [H2] Religious programs face highest failure rates - Key idea: 53% of religion/religious studies bachelor's degrees would be considered failing - Evidence: "By the government's own estimate, 53% of bachelor's degrees for religion and religious studies would be considered failing" #### ⏱️ [02:30](https://youtu.be/iA75Ac9lZHs?t=150) — [H3] Arts and humanities also impacted - Key idea: The regulation affects multiple non-vocational academic disciplines - Evidence: "Other undergraduate programs that also typically fail to produce high-earning graduates include anything in the arts. And half the humanities" #### ⏱️ [03:45](https://youtu.be/iA75Ac9lZHs?t=225) — [H2] Kevin Brown's critique of financial reductionism - Key idea: Faith-based institutions measure value beyond financial returns - Evidence: "An accountability framework that reduces a faith-based school's value to the future earning potential of graduates will minimize or alter its self-understanding" #### ⏱️ [05:00](https://youtu.be/iA75Ac9lZHs?t=300) — [H3] Prosperity gospel exception noted - Key idea: Religious programs focused on financial success might actually qualify - Evidence: "What if your seminary program teaches the prosperity gospel? That would probably work" #### ⏱️ [06:15](https://youtu.be/iA75Ac9lZHs?t=375) — [H2] Liberal arts education's democratic purpose - Key idea: Humanities education historically aimed to create informed self-governing citizens - Evidence: "The origin of liberal arts education was to have a broadly informed democratic population who could self-govern" #### ⏱️ [08:00](https://youtu.be/iA75Ac9lZHs?t=480) — [H3] Ironic impact on conservative institutions - Key idea: The regulation will harm politically and theologically conservative Christian colleges - Evidence: "This is going to hurt private Christian colleges that are very conservative both politically and theologically" #### ⏱️ [09:30](https://youtu.be/iA75Ac9lZHs?t=570) — [H2] Reality of humanities education versus stereotypes - Key idea: Most humanities programs focus on classic literature and political philosophy, not radical ideologies - Evidence: "Professors who are mostly just trying to convince students to read like classic literature and classic political philosophy" #### ⏱️ [11:00](https://youtu.be/iA75Ac9lZHs?t=660) — [H3] Shared cultural literacy at stake - Key idea: Liberal arts creates shared reference points for democratic discourse - Evidence: "Having many people have some of the same books they've read and ideas they've thought through" #### ⏱️ [12:15](https://youtu.be/iA75Ac9lZHs?t=735) — [H2] International comparison with India's system - Key idea: Narrow vocational focus in other countries lacks the breadth that creates well-rounded citizens - Evidence: "You graduate from high school and then you take entrance exams for college, and your options were basically business, engineering, law, medicine" #### ⏱️ [14:00](https://youtu.be/iA75Ac9lZHs?t=840) — [H3] Impact on graduate school pipeline - Key idea: Cutting humanities funding eliminates pathways to professional schools - Evidence: "A lot of people who go to law school studied something in the humanities first" #### ⏱️ [15:30](https://youtu.be/iA75Ac9lZHs?t=930) — [H2] International student influence on curriculum - Key idea: Schools dependent on international students shift toward purely vocational programs - Evidence: "International students who are coming from places like China and India...just want to know, 'If I spend $200,000 on an education, what job am I getting?'" ## 📚 References - [Department of Education Gainful Employment Regulations](https://www.ed.gov/) - [Federal Student Aid Program Requirements](https://studentaid.gov/) - [Council for Christian Colleges & Universities](https://www.cccu.org/) ## 🗣️ Paraphrase - The Department of Education now evaluates college programs based on whether graduates earn more than people their age without degrees, cutting federal aid from "failing" programs - This policy threatens religious education institutions like seminaries and Bible colleges, where graduates often choose service-oriented careers over high-paying jobs - The regulation undermines liberal arts education's historic role in creating informed citizens capable of democratic participation and self-governance ## 📰 Newsletter **New Federal Rule Threatens Christian Higher Education** A Department of Education regulation now labels academic programs as "failures" if graduates don't out-earn their non-degree-holding peers, making students in these programs ineligible for federal financial aid. **Key Impact:** Government estimates show 53% of religion and religious studies bachelor's programs would be considered failing, along with many arts, humanities, and education degrees. **Why It Matters:** This policy reduces educational value to purely financial metrics, potentially eliminating programs that serve broader civic and spiritual purposes. Christian colleges and seminaries face particular challenges since ministry-focused programs traditionally emphasize service over salary. **Community Connection:** Kevin Brown of Asbury University notes this framework "effectively punishes institutions for advancing a service ethos driven by religious convictions." Resources: [Learn WordPress](https://learn.wordpress.org/), [Developer Docs](https://developer.wordpress.org/), [WP-CLI](https://wp-cli.org/) ## ✅ Action Items #### Community - Maintainers: Document alternative value metrics for educational programs beyond earning potential - Contributors: Create advocacy toolkits for affected institutions to engage policymakers - Sponsors: Develop emergency funding mechanisms for students losing federal aid eligibility #### OSPO - Policy & Governance: Review institutional policies for compliance with new federal requirements - Strategic Alignment: Develop KPIs that balance financial sustainability with mission alignment ## 🧪 Hypotheses - Liberal arts programs that emphasize civic engagement produce graduates with higher long-term democratic participation rates - Religious education programs create social value through community service that exceeds their graduates' individual earning potential - Purely vocational education systems produce less adaptable workforces during economic transitions - Federal aid restrictions will increase educational inequality by limiting access to non-vocational programs ### 📊 Methodology - Study design to test hypothesis 1: Longitudinal tracking of voting patterns, civic participation, and community leadership roles among liberal arts versus vocational program graduates - Data sources and analysis for hypothesis 2: Quantitative assessment of community service hours, nonprofit leadership, and social impact metrics from religious education graduates - Experiments to validate hypothesis 3: Comparative analysis of workforce adaptation rates during economic disruptions across educational system types ### ❓ Questions - How will Christian colleges adapt their curricula to meet earning potential requirements while maintaining religious mission? - What alternative funding mechanisms might emerge to replace federal aid for affected programs? - Will this regulation accelerate the decline of liberal arts education or prompt innovation in demonstrating broader value? ### 🔮 Future Research - Long-term tracking of democratic participation rates as liberal arts education access declines - Analysis of alternative credentialing systems that emerge to replace traditional degree programs - Cross-national comparison of educational policy impacts on civic engagement and social cohesion ### 💡 Implications - Practice: Institutions must develop new metrics demonstrating graduate value beyond salary data - Policy: May require legislative intervention to protect educational diversity and religious freedom - Security: Reduced civic education could weaken democratic institutions and informed citizenship - Education: Forces reconsideration of how society values and funds different types of learning - Funding: Creates urgent need for private and philanthropic support for affected programs ### 🧠 Learning Styles Assessment Reading level estimate: 12th Grade #### 👀 Visual learners - Present: None identified in audio-only format - Improve: Infographics showing program failure rates, flowcharts of aid eligibility process #### 🔊 Aural learners - Present: Podcast discussion format with multiple perspectives - Improve: 2-5 minute audio summary highlighting key policy details #### 🗣️ Verbal learners - Present: Clear definitions of "gainful employment," extensive use of examples and analogies - Improve: Glossary of federal education policy terms, comparison charts #### 🧩 Kinesthetic learners - Present: None in discussion format - Improve: Interactive calculators for program ROI, step-by-step advocacy action guides #### 🧠 Logical learners - Present: Statistical data (53% failure rate), cause-and-effect reasoning throughout - Improve: Decision trees for institutional responses, detailed timeline of regulation implementation #### 🧑‍🤝‍🧑 Social learners - Present: Multi-person discussion format encouraging different viewpoints - Improve: Discussion prompts for affected communities, collaborative response frameworks #### 🧘‍♀️ Solitary learners - Present: Opportunities for reflection on personal educational values and choices - Improve: Self-assessment tools for educational priorities, individual action planning worksheets #### 🌿 Naturalistic learners - Present: Limited connections to broader educational ecosystem - Improve: Analysis of policy impacts on educational diversity, institutional sustainability frameworks ### 📊 Accessibility Assessment #### Screen reader semantics - Present: Audio format naturally accessible to screen readers when transcribed - Improve: Structured headings in transcript, descriptive section labels #### Keyboard navigation - Present: Standard audio player controls - Improve: Timestamped navigation points, keyboard shortcuts for sections #### Contrast and readability - Present: Audio format eliminates visual contrast issues - Improve: High-contrast transcript formatting, readable font choices #### Text resizing and reflow - Present: Audio content unaffected by text sizing - Improve: Responsive transcript design, scalable interface elements #### Media and captions - Present: Full transcript available - Improve: Professional captions with speaker identification, downloadable transcript #### Forms and interactions - Present: Simple audio player interface - Improve: Accessible sharing controls, feedback submission forms #### Standards reference - Transcript formatting should meet WCAG 2.2 AA standards for text presentation ### 🌍 DEIB Assessment #### Cultural breadth - Present: Discussion of international educational systems (India, China) - Improve: Analysis of policy impacts on diverse communities, multilingual resources #### Inclusive language - Present: Generally respectful discussion of different educational philosophies - Improve: Explicit consideration of first-generation college students, economic diversity #### Neurodiversity support - Present: Clear structure with distinct discussion points - Improve: Content warnings for policy anxiety, multiple information processing formats #### Representation - Present: Male-dominated discussion panel - Improve: Diverse voices from affected institutions, student perspectives #### Psychological safety - Present: Respectful disagreement modeling - Improve: Acknowledgment of listener stress about educational access, supportive resources ### ✅ Logical Validity #### Strong reasoning - Deductive strength: Clear logical progression from regulation to institutional impacts - Inductive strength: Uses specific examples (Asbury, seminary programs) to support broader claims - Causal reasoning: Effectively links financial metrics to potential educational outcomes - Analogical strength: India education system comparison illuminates liberal arts value #### Fallacies - False dilemma: Presents choice between financial return vs. no value, ignoring middle positions - Hasty generalization: Assumes all religious/humanities programs will face closure based on aid eligibility #### Tone of voice - Overall tone: Conversational but concerned, balancing policy analysis with value advocacy ### 🛡️ DARVO Analysis - Deny: No significant denial patterns identified - Attack: Mild criticism of "prosperity gospel" as potentially gaming the system - Reverse victim/offender: No victim/offender reversal present - Emotional cues and rhetoric: Appeals to democratic values and religious freedom without manipulation ## 🎯 Conclusion The Department of Education's new gainful employment regulation represents a fundamental shift toward measuring educational value solely through graduate earning potential. While aimed at protecting students from poor-investment programs, the policy threatens institutions that serve broader civic and spiritual purposes, particularly Christian colleges and liberal arts programs. The regulation raises critical questions about how society values different types of education and whether financial metrics alone can capture the full benefit of higher learning to individuals and democratic society. ## 🧱 Refactor Appendix ### 📚 Literature Split Pad Purpose: Stage CEE units that become Literature notes. Split level: H3 ### [H1] Federal aid regulations reshape educational value metrics > [!quote] [This New Law Could Destroy Christian Colleges](https://www.youtube.com/watch?v=iA75Ac9lZHs) by [[Holy Post Podcast]] via [[YouTube]]. Published 2024. Accessed 2024-12-19. > "Students in these failing programs would be ineligible for federal financial aid." Creates binary system where programs either meet earning thresholds or lose funding access. [view highlight](https://youtu.be/iA75Ac9lZHs?t=0#H1) #xref #articleseed ID:rw_edu_aid_2024 ### [H2] Religious education faces systematic discrimination through financial metrics > [!quote] [This New Law Could Destroy Christian Colleges](https://www.youtube.com/watch?v=iA75Ac --- ## Full Transcript [00:00] A new Department of Education regulation [00:02] would label a bachelor's or master's [00:03] program a {quote} failure if it's [00:06] graduates don't earn more than their [00:08] peers without a degree. Students in [00:11] these failing programs would be [00:12] ineligible for federal financial aid. [00:15] So, you can't get a student loan unless [00:18] your school can demonstrate that the [00:21] graduates of that program earn more than [00:24] the average of that age group. [00:26] >> And this this regulation was part of the [00:28] big beautiful bill. Beautiful bill that [00:30] passed Congress. Yeah. Uh that was it [00:32] last year? Yeah, last year. So, [00:35] the Republicans in the Trump [00:36] administration have passed legislation [00:38] that says [00:40] if you are in a college program that [00:41] doesn't demonstrably result in a higher [00:44] paycheck, Yeah. we consider that program [00:46] a failure and will not be eligible for a [00:49] student loan, which includes [00:51] a lot of religious training and clergy [00:53] training. [00:54] >> portends a problem in particular for [00:56] seminaries, theological schools, and [00:58] Bible colleges. By the government's own [01:00] estimate, 53% of bachelor's degrees for [01:03] religion and religious studies would be [01:05] considered failing under the new metric. [01:07] So, half if we just put the rule into [01:11] action right now, half of all seminary [01:14] degrees [01:16] um seminary students would no longer [01:18] qualify for financial aid, federal [01:21] financial aid. These programs which [01:22] would not qualify for federal loans are [01:24] projected to have the highest failure [01:25] rate of any undergraduate program. But [01:28] other undergraduate programs that also [01:30] typically fail to produce high-earning [01:32] graduates [01:34] include anything in the arts. [01:36] And half the humanities. [01:37] >> And yeah, and most education. [01:39] >> Right. So, um [01:41] now it's it's an unattended consequence. [01:43] So, maybe do I don't know if it is. [01:45] >> Will they notice? They don't think there [01:47] should be more pastors? [01:48] Seriously? Or did they just not thought [01:50] of that? [01:50] >> I [01:51] I this is okay, there's a quote in here [01:53] from Kevin Brown, who's the president at [01:55] Asbury. He's been on the show. He's a [01:57] friend of mine. I actually spoke at his [01:58] installation. That's what he said. He's [02:00] a wonderful guy. And this his quote [02:02] summarizes it perfectly. He says, "An [02:03] accountability framework that reduces a [02:05] faith-based school's value to the future [02:08] earning potential of graduates will [02:09] minimize or alter its self-understanding [02:12] and effectively punish those [02:13] institutions for advancing a service [02:15] ethos driven by their religious [02:17] convictions." In other words, [02:18] there are there's more ways to measure [02:20] value than just money. [02:22] And most religious institutions, [02:24] including institutions of higher ed, [02:26] churches, seminaries, [02:28] we measure value based on something [02:29] other than just money. [02:30] >> Mhm. [02:31] And what the Republican Party has done [02:33] with passing this part of the bill is to [02:35] say, "We don't care about anything other [02:37] than money." [02:37] >> Mhm. So, if you can't produce a [02:39] financial return on our investment, [02:41] we're cutting you loose because there's [02:42] no value But [02:43] >> to anything other than financial value. [02:45] >> What if your seminary program teaches [02:48] the prosperity gospel? [02:50] >> That would probably work. [02:50] >> And the people that graduate end up [02:53] doing quite well. Then you can get [02:55] student loans. I mean, obviously, as Sky [02:59] said, this is a problem for especially, [03:01] I mean, for for [03:03] religious, for Christian schools, but [03:05] especially for institutes of theological [03:07] education where it's not just like there [03:08] are Christian convictions forming how [03:10] you would, you know, Right. train a [03:11] lawyer or doctor, but [03:13] >> go be a banker. [03:14] >> specifically, right, specifically for [03:15] people being trained to be pastors or to [03:17] work in ministries. But this is also a [03:19] problem so much bigger than that in [03:22] terms of to your point, if we think that [03:23] what makes a program or a school [03:26] successful or failing is how much more [03:29] you earn because you got that education, [03:31] we're assuming the value of that [03:32] education is just preparation for a [03:34] particular kind of high-paying job, [03:35] rather than historically in this [03:37] country, the humanities broadly were [03:40] valued because of the kind of education [03:42] it gave the general population. We could [03:44] become a country where people read [03:47] important literature, debated important [03:49] questions, not for the sake of any [03:50] particular job they would get, but for [03:53] learning virtue and for learning, you [03:55] know, the the foundational philosophical [03:58] beliefs that shaped a lot of our [04:00] government and [04:01] >> that anymore. They're all taking gender [04:02] studies. And we have to shut that Isn't [04:05] this a way to go after those programs [04:07] Sort of, but but misguidedly. the origin [04:10] of liberal arts education was [04:12] to have a broadly informed democratic [04:14] population [04:15] >> Yes. who could self-govern. [04:17] >> Yes. If you have people who don't know [04:18] history and don't know philosophy and [04:20] don't know government and don't know [04:21] political science and don't know English [04:23] literature and Western civilization, all [04:25] these topics, they're not going to be [04:27] informed when they go in the voting [04:28] booth. [04:28] >> Right. They're not going to be able to [04:29] read journalism and understand what's [04:31] happening in the world. And if you don't [04:33] have an informed electorate you can't [04:35] have self-governance. [04:36] >> But if you don't trust higher education [04:38] and you don't trust journalism Right. [04:40] don't trust any of the people that have [04:43] advanced degrees in almost anything [04:45] Right. the head of Health and Human [04:47] Services is a guy who [04:50] cut the head off a whale and took it [04:52] home. [04:53] >> Mhm. So But at least he was curious. Oh, [04:56] gosh. [04:57] >> the the problem is there's many problems [04:58] with this, but the irony is this is [05:01] going to hurt institutions they do like. [05:03] >> Yeah. Not just the ones they don't like. [05:05] It's not just going to gut, you know, [05:06] the women's study department at some Ivy [05:08] League school. This is going to hurt [05:09] private Christian colleges that are very [05:11] conservative both politically and [05:12] theologically. Yeah. And that's ridic- I [05:15] mean, it's just insane to me that [05:17] there's so much evangelical Christian [05:18] support for this administration Right. [05:21] some of the issues that evangelicals say [05:22] they care most about, like abortion [05:25] this administration has completely [05:27] backfired on. And now they're risking [05:30] Christian education. Mhm. It's insane. [05:33] >> Mhm. Yeah. And, I mean, I think we all [05:35] know that most of the caricatures of the [05:38] gender studies program and the [05:40] underwater basket weaving and the [05:42] whatever are caricatures. But in my [05:45] >> about of higher education. [05:47] >> in my experience, it's often students [05:50] that are the kind of most progressive, [05:53] most left, even in some ways that I [05:54] think me as well as the Trump [05:56] administration would go, "Oh, you're [05:57] you've gone a little far. You're [05:59] believing some things that are untrue." [06:00] It tends to be students that feel that [06:02] way, and it's very often professors who [06:04] might be more left than the Trump [06:05] administration was okay with, certainly, [06:07] but who are mostly just trying to [06:08] convince students to read like classic [06:10] literature and classic political [06:12] philosophy. And like, are there very [06:14] specific subsets of higher ed where it's [06:17] the kind of stuff that you wouldn't want [06:18] shaping the general populace, sure. But [06:20] for the most part, what we're talking [06:21] about is not someone who gets a master's [06:23] degree and a PhD in gender studies, [06:25] we're talking about like, can someone [06:27] get an undergrad in philosophy or [06:29] history and then go do whatever job [06:31] they're going to do, but they've had [06:33] this basic education in all of the ideas [06:36] that have shaped our country for our [06:37] entire history, so that they are [06:38] conversant in them, so that they are [06:40] shaped as a person. I mean, to Sky's [06:42] point, it's it's not only about creating [06:45] the kind of populace that can govern [06:46] itself, it's also about, do we have a [06:47] shared sense of reality? And having many [06:50] people, not everyone, but many people in [06:52] a nation have some of the same books [06:55] they've read and ideas they've thought [06:56] through and debates that they had. I [06:57] mean, I love that a lot of people can [06:59] look back to their freshman year of [07:00] college and go, "Oh yeah, I had I had [07:02] the like I read social contract theory [07:04] stuff." And we like fought about it. Or [07:05] if you went to a Christian school, like [07:07] we had the fight about, you know, [07:08] Calvinism and Arminianism or whatever. [07:11] But even just having that shared sense [07:12] of like, we don't agree on everything, [07:15] but we have some shared language and [07:17] ideas and books we've read that can help [07:19] us have the debates we're going to have [07:21] even if we're going to disagree on them. [07:22] >> I The this is [07:24] strikes home to me because my father's [07:26] an immigrant from India, and in the [07:28] educational system there, at least back [07:30] when he was young, you graduate from [07:31] high school and then you take an [07:33] entrance exams for college, and right at [07:34] the beginning you have to declare what [07:36] you're going to do. And your options [07:37] were basically business, engineering, [07:39] law, medicine. That was it. [07:42] And he chose [07:43] >> Puppet puppetry? [07:43] >> No no no puppetry, believe it or not. So [07:46] when when my brother and I graduated [07:48] from high school and we obviously went [07:49] to universities here in the United [07:51] States, my dad was looking at the [07:52] programs there and he's like, "Why why [07:54] are you having to take all these [07:56] curricula classes and things that have [07:59] the gen ed stuff?" And and the irony is [08:01] my dad raised us with sort of a liberal [08:03] arts education where we were broadly [08:05] exposed to art and music and literature [08:07] and all these different things, but it's [08:08] because it was a personal interest of [08:10] his. It's not how he was educated. [08:11] [clears throat] [08:12] And he would often complain about how [08:13] narrowly focused so many Indian [08:16] immigrants were because they didn't get [08:18] that liberal arts education. So when my [08:19] brother majored in political science and [08:21] philosophy and I majored in comparative [08:23] religion and history and my dad's [08:24] looking at us going, "What are you going [08:25] to do with those Right. We're like, [08:27] "It's your fault. You raised us with [08:28] these broad interests." [08:29] >> these things. [08:30] >> But those are also the things that can [08:31] lead to graduate studies in law or in [08:35] divinity or whatever it might be. So the [08:37] funny part to me is if they cut off [08:39] federal grants and um loans to students [08:42] who want to major in those things, [08:43] they're also cutting off [08:45] grad school possibilities because a lot [08:47] of people who go to law school studied [08:49] something in the humanities first. They [08:51] didn't get a degree in something that is [08:52] economically viable immediately after [08:55] graduation. It's just incredibly [08:56] short-sighted and this is one of the [08:57] reasons you're seeing the end of liberal [09:00] arts in so many higher education places [09:01] is so many schools are now dependent on [09:03] international students who are coming [09:05] from places like China and India and [09:06] elsewhere that don't have a liberal arts [09:08] vision and they just want to know, "If I [09:10] spend $200,000 on an education, what job [09:13] am I getting at the end of that for at [09:14] least that much if not more?" And [09:15] schools are change [09:16] >> Hey everybody, like and subscribe so we [09:18] can make more videos like this and more [09:20] people can find them.