Prior to reading this publication, please become familiar with three definitions. First, the term humanities as used throughout this book refers to the following subjects: anthropology, art, dance, English, history, music, philosophy, political science, psychology or sociology. There are dozens more that could be included, but this abbreviated list provides the reader with the definitions needed to proceed. A more comprehensive list is found in Chapter 1. Second, the terms humanities and liberal arts are used interchangeably in this publication on purpose. Moreover, liberal arts colleges are not to be confused with the liberal arts subjects. While there are over 4,000 institutions of higher learning in the United States, just over 110 of them are classified as liberal arts colleges. This publication leaves the debate of defining a liberal arts college education to others. With that in mind, it is important to understand that one can receive a liberal arts education at thousands of colleges. Liberal arts colleges do not have the monopoly on teaching the humanities. Large four-year public research universities can, for example, have more history majors than those at a liberal arts school. Simply put, higher education has failed miserably in helping those outside of the academy understand the humanities and liberal arts. The debate on defining humanities versus the liberal arts has raged since the 1950s. This has to stop. Now. The near extinction of humanities on college campuses is a direct result of the inability of those in higher education to set aside their differences and solidify one common definition. The Relevance of the Humanities in the 21st Century provides a blueprint to help resolve the various disconnects that exist between higher education and the general public. The very survival of the humanities in today’s volatile, uncertain, complex, and ambiguous (VUCA) global marketplace depends upon it.