Oh, The Humanities! Why STEM Shouldn't Take Precedence Over the ArtsArizona State University Project Humanities
By Grace Richards
As much trouble as the education industry is in, every state continues to witness the dissolving of the very funds intended to help it. Major cuts in education have been directed toward the arts and humanities where millions of students are being deprived of these subjects and outlets. According to the National Center for Education Statistics (NCES), nearly 1.5 million elementary students are without music, nearly 4 million are without the visual arts, and almost 100% of them, more than 23 million, are educated without dance and theatre.
Government Push for STEM
While the Department of Education (DoE) attempts to find a one-size-fits-all solution for more than 14,000 public school districts through its Common Core Standards, the STEM subjects (science, technology, engineering, and mathematics) have been placed as the focal point for education, well ahead of arts and humanities.
At MIT, the humanities are just as important as STEMThe Boston Globe
By Deborah K. Fitzgerald
The role of the humanities in American education has been the subject of much recent debate amid concerns that the STEM disciplines (science, technology, engineering and math) are eclipsing the humanities fields in relevance and career prospects.
So some may be surprised, and, I hope, reassured, to learn that here at MIT — a bastion of STEM education — we view the humanities, arts, and social sciences as essential, both for educating great engineers and scientists, and for sustaining our capacity for innovation.
Why? Because the Institute’s mission is to advance knowledge and educate students who are prepared to help solve the world’s most challenging problems — in energy, health care, transportation, and many other fields. To do this, our graduates naturally need advanced technical knowledge and skills — the deep, original thinking about the physical universe that is the genius of the science and engineering fields