Allen argues that the main purpose of education is to build participatory readiness—the ability to think, deliberate, and act as citizens—rather than merely prepare students for jobs in a competitive economy.

Economists such as Piketty, Goldin, and Katz believe that expanding STEM and vocational training reduces inequality by giving workers more skills. This perspective views education mainly as a way to strengthen human capital and global competitiveness.

Allen argues that true equality requires political equality. Education should focus on civic agency—skills for reasoning, ethical judgment, and collective decision-making—best cultivated through the liberal arts and social sciences.

Allen cites historical policy shifts (e.g., the 1958 National Defense Education Act) and economic research (Piketty, Goldin & Katz) showing that governments have linked education to technological progress and workforce productivity since the Cold War.

Allen references legal rulings (New York Court 2006) affirming the right to civic education, philosophers like Hannah Arendt on citizenship as “world-building,” and statistics showing humanities majors vote and engage more than STEM graduates.

Critics argue that in a technology-driven economy, emphasizing STEM ensures national progress and global competitiveness. They claim civic education can wait until economic needs are met.

Allen responds that without civic education, citizens cannot make political choices that sustain fair markets or democracy. She insists economic equality stems from political participation—not just from more technical training.

Allen connects both paradigms, proposing that while technical education remains important, it must serve a broader democratic mission. Education that integrates liberal arts and STEM promotes both justice and national prosperity.