Universities across the country are cutting back on humanities courses – philosophy, history, modern languages – subjects long seen as central to a well-rounded education. The reason is familiar: falling student numbers, financial pressure, and a growing insistence that degrees must demonstrate clear economic value. If a course doesn’t lead to a well-paid job, why should anyone fund it?

That points to a deeper divide about what education is for. Is it an intrinsic good: valuable in itself, shaping critical thinking, moral judgment, and an understanding of the world? Or is it an extrinsic one: a means to an end, justified by the jobs it produces and the growth it delivers?

For centuries, from Socrates onwards, education has been tied to human flourishing – to forming citizens, not just workers. But today, the language has shifted. Students are consumers. Universities compete. Courses are judged by salary. And the tensions don’t stop there. If education is a public good, why does access remain so uneven, divided between state and private schools, with women significantly underrepresented in STEM (science, technology, engineering, mathematics) – opportunity shaped as much by background as by ability? And as our understanding of neurodiversity deepens, a further challenge emerges. What if the system itself – built around standardisation, testing, and conformity – has actively hindered the prospects of many it was meant to serve?

So what, ultimately, is education for? Is it possible to maximise economic potential and enable every individual to flourish? And if our system does the former at the expense of the latter, can it still claim to be a moral one?

Chair: Michael Buerk