We shouldn’t have to choose between STEM and the Arts

Louisa May Alcott once said “just because my dreams are different than yours doesn’t mean they’re unimportant.” Though written in 1868, these words mean just as much now as they did when they were first penned over 150 years ago.

As budget cuts threaten creative disciplines, both at Queen’s and across the world, it’s time we acknowledge a truly complete education is one that emphasizes critical thinking and empathetic understanding. This is only possible through the arts and humanities.

While advancements in STEM fields undoubtedly propel our society forward, there’s an urgent call to reassert the intrinsic worth of arts and humanities in education. Beyond the immediate and tangible outcomes of scientific discoveries and technological innovations, the arts and humanities contribute something equally profound but often less quantifiable: a deep understanding of the human experience.

In the pursuit of progress, we can’t afford to undermine the significance of fostering creativity, critical thinking, and emotional intelligence at the university level—qualities inherently nurtured by the arts and humanities. While valuable, an education centred solely on STEM disciplines can inadvertently create a lopsided perspective, preventing us from exploring a whole world of possibilities.

The arts and humanities offer a complementary dimension, enriching our understanding of the world, promoting diversity of thought, and fostering a well-rounded worldview. In a globalized world that demands interconnectedness and understanding, the ability to appreciate and navigate diverse perspectives becomes paramount. Studying literature, philosophy, history, religion, politics, music, and visual arts provides a nuanced lens through which we can engage with the complexities of human existence.

The humanities allow us to think critically, equipping us with the ability to transcend local loyalties and approach world problems as citizens of the world who are aware of and understand the world at large and our place in it. They encourage us to see beyond one perspective, even if we may not agree. They allow us to better understand ourselves and in return, better understand others.

Humanities students can better grapple the moral complexities and ethical dimensions of global issues and foster a deep awareness of the interconnectedness of our shared human experience. We can better engage in meaningful dialogue that transcends cultural, political, and geographical boundaries. Our courses position us to contribute positively to the global community, and we’re primed to embrace our responsibility as thoughtful and empathetic global citizens committed to positive change, which is something they can’t—and don’t—teach in STEM.

In an ideal world, we wouldn’t be forced to choose between a form of education that promotes profit and one that promotes good citizenship. While aspiring to secure a higher-paying job isn’t unreasonable, we shouldn’t impose this perspective on those who refuse to favour materialism over curiosity.

The main reason for the dismissal of the arts stems from the misguided belief that they impart no valuable knowledge or lack practical applicability in the real world. This misconception is remarkably widespread and couldn’t be further from the truth. Every form of knowledge holds inherent value.

The arts transcend rigid constraints, offering a unique perspective on understanding humanity in a way that differs from STEM fields. Such subjects, and people who choose to study said subjects, shouldn’t be belittled or deemed unworthy.

People who study words, ideas, and identities are just as intellectual as those who study math, science, and engineering. Humanities graduates become world leaders, the teachers shaping the minds of the future, and advocates driving societal change. In every corner of society, individuals with backgrounds in the humanities make invaluable contributions, serving as the architects of empathy, influencing policy, fostering inclusivity, and challenging the status quo. Beyond textbooks and classrooms, we’re storytellers shaping cultural narratives, artists inspiring innovation, and communicators bridging divides.

We must resist the temptation to view the arts and humanities as expendable luxuries, because they’re not. They’re essential components of a complete education preparing individuals not only for specific careers but for a life of intellectual curiosity, adaptability, and enriched human connection.

STEM and the arts aren’t mutually exclusive fields vying for limited resources. We shouldn’t have to choose between the two. The skills cultivated in the arts—creativity, critical thinking, and empathy—aren’t in opposition to STEM, but complement and enhance the application of scientific and technological knowledge. Critical thinking can lead to more well-rounded and ethically sound innovations in STEM contexts too, addressing not only technical challenges but also their broader  implications for society.

Louisa May Alcott’s words have stood the test of time—the arts are important and it’s time we start treating them like it. By investing in the arts and humanities, Queen’s can distinguish itself as an institution committed to producing graduates not only proficient in their chosen fields, but also equipped with the breadth of knowledge and skills necessary to navigate the complexities of the modern world.

Shame on Queen’s for not seeing that.

Tags

Arts, Arts and Humanities, budget cuts, STEM

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