4 ms·

The type of thinking the humanities and social sciences teach is the type of thinking that asks "should we be doing this?" or "what will the repercussions of te

by glesica 13y ago

The type of thinking the humanities and social sciences teach is the type of thinking that asks "should we be doing this?" or "what will the repercussions of technology X be?". These are questions that STEM graduates don't typically ask, are not trained to ask, and maybe should not be trained to ask too often because it would retard their creativity. However, the questions are still important, someone needs to ask them. Just because business has devalued these sorts of questions does not prove that they are unimportant. This web site is filled, on an almost-daily basis with stories of corporate malfeasance and straight-up incompetence. Yet you are willing to use that broken system as a metric for the value of various sorts of education and thought?

caseysoftware 13y ago
As a formally trained engineer, we had to go through numerous classes and discussions on engineering and business ethics specifically. Luckily, most of the discussion boiled down to "don't be an ass" and "breaking the law is usually bad." In fact, the lead engineer behind the Hyatt bridge collapse spent a good deal of time with us talking about how poor practices and oversight can cost careers and lives. http://en.wikipedia.org/wiki/Hyatt_Regency_walkway_collapse http://en.wikipedia.org/wiki/Hyatt_Regency_walkway_collapse
Crake 13y ago
As a STEM student, I ask these questions, have been trained to ask them, and like to consider myself quite creative. So many people forget that the philosophers studied by liberal arts students were often mathematicians and men of science, as well. STEM graduates aren't the people getting only half of an education, here. In fact, if historical trends continue, humanities students 500 years from now will be studying the stuff they write.
- glesica 13y ago
  I'm not saying that burying your head in a book on ancient philosophers constitutes an education. I am certainly a proponent of a truly liberal education. However, I get quite annoyed by arrogant STEM-types who pin the problem on what they perceive to be a collection of "useless" humanities and social science programs. Again and again people say that engineering graduates are basically illiterate and that they should be taught to write. This is an excellent example of a situation where "more STEM!!!" isn't a solution. Our problem is over-specialization in undergraduate curricula, and this is evident across virtually all disciplines. But the attitude that "those <insert department here> people are worthless hippies" prevents us from solving this problem. Education has many uses. Some of them are highly practical (get a job, grow food), and others are somewhat less practical (or, at least, their practicality is less obvious), but just as important IMO (understand society and government, deal thoughtfully with social issues). The ideal would be to educate most people broadly and some more specifically in each area. But inter-area bigotry and dismissal prevents us from achieving that first part.

by glesica 13y ago

caseysoftware 13y ago

As a formally trained engineer, we had to go through numerous classes and discussions on engineering and business ethics specifically. Luckily, most of the discussion boiled down to "don't be an ass" and "breaking the law is usually bad." In fact, the lead engineer behind the Hyatt bridge collapse spent a good deal of time with us talking about how poor practices and oversight can cost careers and lives. http://en.wikipedia.org/wiki/Hyatt_Regency_walkway_collapse http://en.wikipedia.org/wiki/Hyatt_Regency_walkway_collapse

Crake 13y ago

As a STEM student, I ask these questions, have been trained to ask them, and like to consider myself quite creative. So many people forget that the philosophers studied by liberal arts students were often mathematicians and men of science, as well. STEM graduates aren't the people getting only half of an education, here. In fact, if historical trends continue, humanities students 500 years from now will be studying the stuff they write.

glesica 13y ago
I'm not saying that burying your head in a book on ancient philosophers constitutes an education. I am certainly a proponent of a truly liberal education. However, I get quite annoyed by arrogant STEM-types who pin the problem on what they perceive to be a collection of "useless" humanities and social science programs. Again and again people say that engineering graduates are basically illiterate and that they should be taught to write. This is an excellent example of a situation where "more STEM!!!" isn't a solution. Our problem is over-specialization in undergraduate curricula, and this is evident across virtually all disciplines. But the attitude that "those <insert department here> people are worthless hippies" prevents us from solving this problem. Education has many uses. Some of them are highly practical (get a job, grow food), and others are somewhat less practical (or, at least, their practicality is less obvious), but just as important IMO (understand society and government, deal thoughtfully with social issues). The ideal would be to educate most people broadly and some more specifically in each area. But inter-area bigotry and dismissal prevents us from achieving that first part.