Liberal education has been, since the creation of the republic, America's "signature" higher learning curriculum. There have been three enduring purposes for a liberal education: (1) developing the powers of the mind; (2) cultivating an examined sense of responsibility to self and others; and (3) acquiring empowering knowledge--the kind of knowledge needed for influence and agency in one's own time. The practices used to achieve these purposes inexorably change. No one today would insist, as the colonial colleges once did, that all students must learn Greek, Hebrew, Logic, Rhetoric, and Metaphysics. But those overarching purposes--powers of the mind, responsibilities to self and others, and empowering knowledge--remain important in every era even as educators' approaches to those purposes are constantly in flux and constantly, often fiercely, debated. In the "Change Magazine" era, approaches to each of these goals have evolved once again, in ways designed to prepare all students for a world of diversity, interconnection, and fast-accelerating economic and social change. In this article, the author summarizes what she sees as the most important transformations in the reach and intended learning outcomes of a contemporary liberal education. Taken together, these new developments reflect an effort to make the most powerful forms of U.S. learning inclusive rather than exclusive.