She argues that institutions of higher education are failing students in streamlining them towards specific areas of study, depriving them of a well-rounded education that would enrich their character and, in turn, foster a successful democracy. While this is a reasonable argument, there must be something about the single-subject model of education that justifies its continued use. Nussbaum speaks bleakly about the structure of education in the Indian technical school she observed, but given that the single-subject model is instituted there to such a great extent, the educators who put it in place must have recognized some merit in the structure. She rejects the notion that the single-subject model of education leads to economic growth quite justly with the example of a third-world country. It is worth considering, then, what the merits of the single-subject model are, and how it may function in a first-world
She argues that institutions of higher education are failing students in streamlining them towards specific areas of study, depriving them of a well-rounded education that would enrich their character and, in turn, foster a successful democracy. While this is a reasonable argument, there must be something about the single-subject model of education that justifies its continued use. Nussbaum speaks bleakly about the structure of education in the Indian technical school she observed, but given that the single-subject model is instituted there to such a great extent, the educators who put it in place must have recognized some merit in the structure. She rejects the notion that the single-subject model of education leads to economic growth quite justly with the example of a third-world country. It is worth considering, then, what the merits of the single-subject model are, and how it may function in a first-world