Why STEM should care about the humanities
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Toronto, April 16, 2013—
Kira Hamman, The Chronicle of Higher Education
One need not look far these days to find people skeptical (at best) about the value of higher education. Most of these people particularly question the value of a liberal-arts education, which they view as outdated and elitist. Claiming economic pragmatism, they seek the curtailment or even outright elimination of arts and humanities programs. Liberal arts, they say, are a luxury we can no longer afford, because students who study the liberal arts do not develop the skills they need to succeed in the workplace. This is an absurd and entirely unsubstantiated claim that I will not bother to debunk here (for an excellent takedown of this position, see Brian Rosenberg’s January 30 article in the Huffington Post). Still, absurd though it is, those of us in the sciences may think to let the humanities fight their own corner. What does this have to do with us? we may well ask.
And it’s true: You never hear politicians questioning the value of STEM education. Sure, students may complain about the chemistry class they’re required to take, and everyone loves to hate developmental math, but on a fundamental level most people accept that STEM courses belong in the undergraduate curriculum. People in mathematics, my discipline, are fond of complaining about teaching so-called service courses, but the truth is that we have a kind of job security our colleagues in the humanities could envy. Even the most hardcore of anti-intellectual politicians does not dispute the utility of mathematics, or the necessity of both teaching and learning it. So we’re safe, right? Why should we stick our necks out protecting drama, or music, or women’s studies? Three reasons.