On this day before Thanksgiving, my brain simmers as I think about the importance of a well-rounded education for human society, creative innovation, and even curious individuals.
In the last few days, David Kroll has cross-posted on his blogs about this move and one prominent response. I’ve already commented briefly on his blog, but the topic is still nagging at me.
Here’s the background. Nearly two months ago, the George Philip, the president of SUNY Albany announced that he was eliminating several humanities programs from that campus. No more French, Russian and Italian. Bye-bye, classics and theater.
Enter Greg Petsko, a Brandeis professor who has written a scathing (and spot-on) critique of the move. Kroll’s post lauds him as “a cool dude.”
As a science writer, it’s probably no surprise that my brain is perched somewhere between the science and humanities most of the time. But that’s not something that happened after being solely immersed in science for years. I think I surprised myself, my family, and even some of my friends when I became a chemist. I read, I wrote, I loved history and travel, and I learned to speak a foreign language. In college, I double-majored in chemistry and German. But German could have just as easily been English or history. Those interests balanced my “how things work” push that led me to science. Though I’ve always had a bit of the engineer’s desire to deconstruct, those details were meaningless to me outside the context of what they mean to society. I’m not objective in valuing a well-rounded education.
Clearly this passion is personal for Petsko, too. He writes:
Perhaps my own background will interest you. I started out as a classics major. I’m now Professor of Biochemistry and Chemistry. Of all the courses I took in college and graduate school, the ones that have benefited me the most in my career as a scientist are the courses in classics, art history, sociology, and English literature. These courses didn’t just give me a much better appreciation for my own culture; they taught me how to think, to analyze, and to write clearly. None of my sciences courses did any of that.
Philip’s justification for the cuts at Albany are all about money. Yes, money is tight everywhere. At the same time, this issue touches deeper societal questions. What is a university education? And should it be a prerequisite for getting a good job?
The problem is that an education isn’t job training. It’s an immersion of ideas, critical thinking and creativity. Classes in French, Russian or classics belong at a university. Those classes probably aren’t going to lead directly to a job, but that isn’t their purpose. Not everyone will want to take them, and– for many people– that’s okay. But an educational institution should support and nurture scholarship and give students the benefits of a broad education.
Job training, well, that’s a whole separate issue. An education is only one piece of that puzzle, and I’d like to see more opportunities that allow individuals be able to choose programs that fit their interests and needs: vocational programs that will prepare them for a specific job or a degree with broader educational goals. My point is that institutions need to be honest in what they call themselves. If you’re in the business of education, you need to live up to that promise.