The phrase “liberal arts” can be interpreted in a few different ways.  Scheuer describes the three main interpretations in his article. The first description he gives says, “One, typified by America’s liberal arts colleges, embraces the ideal of the integrated curriculum, encompassing virtually all nonprofessional higher learning, from the natural and social sciences to the humanities and the performing arts” (Scheuer, paragraph 9).  This definition of liberal arts is the broadest and most inclusive definition.  Many people believe that this is the best definition to give. Ungar agrees stating, “The liberal arts encompass the broadest possible range of disciplines in the natural sciences, the humanities, and the social sciences” (paragraph 12).  Both of these men believe that what makes the liberal arts the liberal arts is the token all encompassing and inclusivity it exhibits.  This belief is correct.  The purpose of the liberal arts is to form well rounded students who are not bogged down in one single subject or area of expertise.  Without this broad range of subjects to teach students, they would never reach their full potentials or amass such a strong arsenal of knowledge.  

As previously mentioned, Scheuer has 3 models of what liberal arts is described as.  The first model being the most inclusive with almost all areas of study being included, the second being slightly less inclusive with an understanding that sciences are important but not completely relevant to liberal arts and the third completely removing the idea of natural sciences and liberal arts being connected (Scheuer paragraph 9).  The first model, according to Scheuer, is “typified by American liberal arts colleges” (paragraph 9) and this model is what the all encompassing liberal arts education follows.  The UNE CAS Core Handbook describes the core courses all students are required to take and explains, “Core courses develop students’ skills in social and cultural literacy, including historically grounded understanding of the diversity of societies across the globe from a variety of disciplinary perspectives across the liberal arts and sciences” (page 2). It then goes on to describe some specific areas and skills that are taught at the school including, “the arts and languages…an ability to write effectively…scientific literacy…environmental literacy…” (page 2).  The core curriculum includes a wide range of subjects which includes the sciences.  This would place UNE’s idea of a liberal arts education under Scheuer’s first model.  The goal of the university is to form well rounded students who have vast knowledge spread across many disciplines. 

Some believe that one purpose of a liberal arts education is to form students into the best citizens that they can be.  Scheuer agrees with this belief stating, “…we all need to be well-informed, critical citizens. And the liberal arts prepare students for citizenship in all three senses—civic, economic, and cultural” (paragraph 21).  He clearly says that the liberal arts are key to forming good citizens.  In the Core Handbook, under the Core Curriculum Objectives section, it states, “Living in the interconnected world today demands an understanding of a variety of cultures, people and the environment. This understanding requires an ability to analyze issues from different points of view and to communicate effectively. Students must also be prepared to enter the world engaged as local, national and global citizens and professionals” (page 4).  UNE CAS has a goal of forming these citizens that Scheuer promises a liberal arts education will create.  The school also shows an understanding for at least two of the three parts of citizenship that Scheuer describes; civic and cultural citizenship.  That understanding can be seen with the mentioning of “a variety of cultures, people and the environment” and “local, national and global citizens”.  Citizenship and creating well informed citizens is an important part of the liberal arts education that UNE is striving to fulfill.