Nowadays, we live in a culture divided between two conceptions of a liberal education. The older one is the idea of an education that is liberal, "fitted for freedom," in the sense that it is aimed at freeborn gentlemen of the propertied classes. This education initiated the elite into the time-honored traditions of their own society; it sought continuity and fidelity, and discouraged critical reflection. The "new" idea interprets the word liberal differently. An education is truly "fitted for freedom" only if it is such as to produce free citizens, citizens who are free not because of wealth or birth, but because they can call their minds their own. Male and female, slave-born and freeborn, rich and poor, they have looked into themselves and developed the ability to separate mere habit and convention from what they can defend by argument. They have ownership of their own thought and speech, and this imparts to them a dignity that is far beyond the outer dignity of class and rank.Nussbaum, Martha Craven (1997) explains that this liberal studies subject will not be uncritical moral relativists - for ownership of one's own mind usually yields the understanding that some things are good and some bad, some defensible and other indefensible, for they know that in tradition lies much that has stood the test of time, that should command people's respect. They will start from convention and tradition when they ask what they should choose, viewing it as essential food for the mind. On the other hand, they do not confuse food with the strength in the mind that the food is supposed to produce. They know they need to use tradition to invigorate their own thought - but this benefit involves a willingness to criticize it when criticism is due. They do not prize custom just because of its longevity, nor do they equate what has been around a long time with what must be or with what is "natural." In general, the liberal studies students therefore want to learn a great deal about other ways and people - both in order to establish respectful communication about matters of importance and in order to continue rethinking their own view about what is best. In this way, they hope to advance from the cultural narrowness into which we all are born toward true world citizenship. Why does need to learn education in the Liberal Arts ?A liberal arts education has at its center four practices that distinguish it from other kinds of learning: critical thinking, examination of life, encounters with difference, and free exchange of ideas. By offering an education in the liberal arts, some liberal studies subject teachers believe that the importance of lifelong learning characterized by sustained intellectual curiosity and an open mind for assessing the unfamiliar. At the same time, by using critical thinking to identify assumptions, to test logic, to evaluate evidence, to reason correctly, and to take responsibility for the conclusions and actions that result, a student of the liberal arts can grow personally as well as intellectually. A liberally educated person should be capable of principled judgment, seeking to understand the origins, context, and implications of any area of study, rather than looking exclusively at its application. A liberally educated person should also be skilled at solving problems, drawing together multiple perspectives in the creation of new knowledge.