STEM: Don’t ignore the humanities

First of all, this is not a condemnation of STEM. How wonderful it is that education is tackling the needs of the technological world, and particularly that now girls have more opportunities to excel at science, technology, engineering, and math! When I was in high school, my career options were to become a teacher, a nurse, or a secretary. Period.

But what I see too often in public discourse is a mindset that, while championing the benefits of STEM, relegates the humanities to the dustbin, thereby neglecting students’ intuitive, creative, and emotional development and all that that entails.

How many times in my teaching career did I hear a student tell me, “Oh, I’m a math guy,” thus implying a permanent excuse from ever having to pay attention to my English class or, for that matter, ever having to condescend to studies that didn’t involve numbers or formulas. But the needs of our society are too complex to be reduced to technology alone.

If we simply funnel students into STEM classes only, we deny them the broader understanding of how these disciplines apply to the human condition, and the end product is knowledgeable but one-dimensional students. Technology does not occur in a vacuum but brings with it ethical and moral concerns which affect our world. Students need a greater context in which to apply data and scientific knowledge.

The humanities nurture critical thinking skills, ethical judgement, and communication skills all highly prized by employers. STEM skills achieved against a backdrop of great literature, world history, and language skills produce grounded individuals appreciative of cultural achievements and equipped to be more effective and productive citizens. Whether it’s writing an abstract, speaking out at a community meeting, or engaging in a debate over such contemporary issues as climate change or COVID, individuals need to see their world in contexts other than simply numbers and formulas.

How we use and apply our fast-growing technological advancements is contingent on critical thinking skills and the ability to effectively communicate them to colleagues and the public. That “math guy” doesn’t know, yet, what he’s missing. We need to show him.

CHRIS BAKER

Coeur d’Alene