During a school board forum last week, one of the candidates said he thought national and state standards pushing Science, Technology, Engineering and Mathematics was giving short shrift to other areas.
The candidate is a retired Army officer who noted that while STEM is important, so is studying human behavior. (STEM never caused a war, but human behavior certainly does.)
University of Virginia English Prof. Christopher J. Scalia adds:
Conservatives should be among the strongest defenders of the liberal arts, for at least two reasons: one economic, the other philosophical and political.
A recent study by the Georgetown University Center on Education and the Workforce did show that unemployment rates for recent humanities and liberal-arts majors are higher than for, say, biology and life-science students. But the difference is not great: In 2011-12 the rates were 8.4% and 7.4%, respectively. The unemployment rate for recent computer-science, statistics and mathematics graduates was 8.3%. So while humanities and liberal-arts graduates are not making out like bandits, the difference between them and their STEM peers is exaggerated.
Income data provide an even stronger rebuttal to the stereotypes. The National Center for Higher Education Management Systems and the Association of American Colleges and Universities found that humanities and social-sciences majors earn more right after college than students majoring in physical sciences, natural sciences and math. And although they earn less at that stage than peers who major in professional and pre-professional fields, they earn more than those peers by the time they reach the peak earning years of 56-60 years old. (On the other hand, science and math majors earn much more than either group of majors during those peak years.)
Income and employment are surely important, but financial reward is not all that a college education offers to student and the state. By perpetuating this notion, conservatives ignore a long tradition that places the liberal arts in the center of a thriving society and an informed citizenry.
Thomas Jefferson recognized that a broad education could ensure the survival of the new democracy. He recognized that “even under the best forms, those entrusted with power have, in time, and by slow operations, perverted it into tyranny.” To defend against this threat, Jefferson wanted “to illuminate, as far as practicable, the minds of the people at large, and more especially to give them knowledge of those facts, which history exhibiteth, that, possessed thereby of the experience of other ages and countries, they may be enabled to know ambition under all its shapes, and prompt to exert their natural powers to defeat its purpose.”
The liberal arts, Jefferson recognized, have a practical value that has nothing to do with direct economic benefits: They are linked to the vitality of a commonwealth and the survival of a free people. It’s easy to see how such knowledge could help a politician, but Jefferson encouraged a general education for “the people at large” to protect themselves from politicians. …
Apart from specific historical and philosophical knowledge, the liberal arts also provide general intellectual tools that reinforce democracy. Liberal-arts professors use the phrase “critical thinking skills” so often that our students could turn it into a drinking game. But we do so because the term conveys a serious and valuable idea: Students who read and comprehend difficult works, engage with sophisticated ideas, and express themselves clearly are well-suited to contribute to a representative government. Such a citizenry is valued by the left—speak truth to power!—but also by the right, which distrusts centralized power and promotes a stronger civil society.
Yes, college is too expensive. Of course, we need to find ways to control tuition and to ensure that graduates don’t find themselves chained by debt. But conservatives won’t solve these problems by scorning the liberal arts. Instead, they will deprive students of our great intellectual heritage and leave them less capable of governing themselves—and that would be profoundly unconservative.
But don’t believe one of those liberal arts types — ask University of Memphis chemistry Prof. Loretta Jackson-Hayes:
Our culture has drawn an artificial line between art and science, one that did not exist for innovators like Leonardo da Vinci and Steve Jobs. Leonardo’s curiosity and passion for painting, writing, engineering and biology helped him triumph in both art and science; his study of anatomy and dissections of corpses enabled his incredible drawings of the human figure. When introducing the iPad 2, Jobs, who dropped out of college but continued to audit calligraphy classes, declared: “It’s in Apple’s DNA that technology alone is not enough — it’s technology married with liberal arts, married with the humanities, that yields us the result that makes our heart sing.” (Indeed, one of Apple’s scientists, Steve Perlman, was inspired to invent the QuickTime multimedia program by an episode of “Star Trek.”)
Carly Fiorina, former CEO of Hewlett-Packard, credits her degree in philosophy and medieval history in helping her be the first woman to lead a high-tech Fortune 20 corporation. “If you go into a setting and everybody thinks alike, it’s easy,” she has said. “But you will probably get the wrong answer.” …
A scientist trained in the liberal arts has another huge advantage: writing ability. The study of writing and analyses of texts equip science students to communicate their findings as professionals in the field. My students accompany me to conferences, where they do the talking. They write portions of articles for publications and are true co-authors by virtue of their contributions to both the experiments and the writing. Scientists are often unable to communicate effectively because, as Cornell University president David J. Skorton points out, “many of us never received the education in the humanities or social sciences that would allow us to explain to nonscientists what we do and why it is important.”
To innovate is to introduce change. While STEM workers can certainly drive innovation through science alone, imagine how much more innovative students and employees could be if the pool of knowledge from which they draw is wider and deeper. That occurs as the result of a liberal arts education.
Many in government and business publicly question the value of such an education. Yet employers in every sector continue to scoop up my students because of their ability to apply cross-disciplinary thinking to an incredibly complex world. They like my chemistry grads because not only can they find their way around a laboratory, but they’re also nimble thinkers who know to consider chemistry’s impact on society and the environment. Some medical schools have also caught on to this. The University of Pennsylvania School of Medicine has been admitting an increasing number of applicants with backgrounds in the humanities for the past 20 years. “It doesn’t make you a better doctor to know how fast a mass falls from a tree,” Gail Morris, head of the school’s admissions, told Newsweek. “We need whole people.”
No discovery in science or math will ever eliminate the need to be able communicate. That means communicating with each other, as well as communicating your own ideas.












