As the logical point of departure for foreign language education informed by the notion of the new liberal arts， national consciousness is intrinsically isomorphic with curriculum ideology and politics（CIP）in foreign language education practice. In the context of the new liberal arts（NLA）, national consciousness in foreign language education consists in the CIP narratives formed through cross-language, cross-cultural comparative education, and in the education practice where national consciousness is internalized or acquired as social faith through CIP. The cross-cultural feature of NLA-informed foreign language education determines the proactive, dialectical, iconic, and dialogic nature of the philosophy of national consciousness-based CIP.