Interconnectedness of Humanities and Education

This paper examines the emergence, collapse, and resurgence of Humanities studies in higher education around the world. Throughout history, all communities and civilizations have demonstrated that our societies' educational priorities and philosophies have shifted. When we evaluate phrases like innovation and technological development in the context of the global education industry, we witness some significant developments. The overwhelming concentration on STEM fields has pushed the Humanities and Human Sciences to the periphery of university classrooms, if not completely out of the picture. However, the world has been in transformation for the past ten years. The importance of Humanities in the lives of today's youth has opened up many new areas to study Humanities, and new subjects are currently being studied. The current endeavour to create a one-size-fits-all solution for education has resurrected Humanities studies on college campuses. This is the Humanities 2.0 epoch.

Higher Education in the World (HEIW) 7 , 2019

Through direct contributions from 130 experts from around the world, and coordinated by a local team and an international advisory board, the HEIW7 is structured into 9 parts and 24 specific questions that study the situation of the humanities in higher education and the synergies between science, technology and humanities in the early 21st century.

2019

is an expert on the social impact of sciences and the assessment of research impact on society, with special emphasis and orientation on transformational changes and optimisation of sciences in view of a better orientation towards global social challenges. Most of her work is in the health sciences, but she has also experience in other scientific areas. Paula also coordinates a commission on the accreditation and assessment of Spanish health research institutes associated to the

ICEHHA 2021- Ruteng, Flores, Indonesia- ISBN 978-1-63190-701-2, 2021

This paper deliberates upon the rise-fall-and-again-rise of the study of Humanities in higher education across the world. All the societies and civilizations in the course of history have proven that our societies shift the focus and philosophies of the education system. When we take a swift consideration for the words like Innovation and Technological Development, we have seen some rapid changes in the global education economy. The overwhelming emphasis on STEM disciplines had pushed the Humanities and Human Sciences into the margin or even completely out of the picture from the university classrooms. But in the last 10 years, the world has been going through a transition. The impact of Humanities in the lives of the young generation today has opened up many areas to study Humanities and also new areas are being explored currently. The attempt to find a one-size-fits-all solution for education today has revived studies Humanities in the campuses. This is the period of Humanities 2.0.

Humanities within universities faced challenges in the latter half of the twentieth century as their value in the modern world was questioned. This paper argues that there is strong potential for the humanities to thrive in the twenty-first century university sector. It outlines some of the managerial implications necessary to ensure that this potential is delivered. Study of humanities provides an education offering skills to tackle the problems facing the twenty-first century world. The importance of clear communication of the value of the humanities to different constituencies, especially policy makers, institutional governing bodies and prospective students is emphasised.

1997

In 1989, the Humanities Research Group was founded at the University of Windsor to promote research in all areas of the humanities and the exchange of ideas among disciplines. That mandate, while ambitious, seemed manageable, even laudatory. A scant eight years later, however, the stakes have become much higher. Institutions that promote the humanities have been called upon to argue for their continued survival. Attacks on the humanities have become de rigueur, whether they take the form of benign neglect from university administrators or the virulent denunciations of some politicians. The threat which currently confronts the humanities is real ahd imminent. Universities across the continent, in response to funding crises, are "restructuring" with the too frequent result that the humanities are "downsized." The continuing marginalization of the humanities in the academy was the immediate impetus for the Distinguished Speaker Series, "The Humanities and the Future of the University," from which this volume emanates. The humanities in Canadian universities have been so weakened by neglect and hostility that their very survival is threatened. The consequences of this course of action have been ill-considered and ignored by politicians seeking to reduce deficits and by university administrators who make decisions equally with an .eve on the bottom line. Demands for demonstrable relevance and skills training have cast a dark shadow over the flexibility and sophistication that characterizes the product of a humanist education. These are the traits which are abundantly evident in the thought, but also in the careers, of the contributors to this volume. Humanists, critical thinkers all, but also practical people, able administrators and organizers, they are living examples of the usefulness of the humanities. They are not only leaders in their fields of studies, but also in the quest for a stronger academy which honours its traditions while embracing changing values and circumstances. Their insights into the workings of the education system and the construction of the contemporary culture of education versus training are both illuminating and chilling. These are the voices of the eleventh hour, calling everyone concerned with education, and indeed with civilization, to take heed of the structural undermining of the humanities which is proceeding all too rapidly. If permanent irreparable damage to the foundations of our educational and social systems is to V vi Preface be avoided, these voices must be heard now, not only by the converted, by the believer in the studia humanitatis, but also by politicians and university administrators. Most important of all, however, the general public must take notice of the current state of affairs because the marginalization or disappearance of the humanities will affect the shape of the world in which we live, and which we bequeath to our children. As is so often the case, this volume, the sixth in the series Working Papers in the Humanities, owes much to the support of many people. Dr Ron Ianni, President of the University of Windsor, lent his support at a critical time. Dr Sue Martin, Dean of Arts was unfailingly generous and encouraging. Dr Lois Smedick was there at every turn to lend her wisdom and her help. Finally, without Meagan Pufahl and Rosemary Halford, this volume would not have seen the light of day. To all of them, our profound thanks.

2019

2 ••• The State of the Humanities and STEM Education [6 -16] 3 ... The Limits of the Narrow Framing of"Usefulness" [16 -23) 4 ... Why The Humanities Axe Necessary [24 -33] 5 ... Addressing Dangerous Problems: The Inescapability of Normative Questions and the Essentiality of Value Judgments

In Classical Greece, conversation was considered the supreme form of human expression, in that it was the most human way that a person uses his/her body. Learning to speak properly-as H.I. Marrou assertsmeant thinking and living properly. Eloquence was what differentiated civilized human beings from barbarians. 1 It is from these beginnings that the importance and meaning of the Humanities were understood in the most generic sense of the word. The aim of this paper is to reexamine the Humanities insofar as they have a genuine educational dimension. The first part contemplates the Humanities from a classical perspective and its situation in present day knowledge-based society. The second part examines what happened to the Humanities in the nineteenth-century Western world, and compares that to what happened later. In the third part, some lines of argument are presented, which show how vital the Humanities are to education. This paper concludes that the Humanities are necessary to modern-day goals, both in the educational and social contexts.

London Review of Education, 2012

Humanities within universities faced challenges in the latter half of the twentieth century as their value in the modern world was questioned. This paper argues that there is strong potential for the humanities to thrive in the twenty-first century university sector. It outlines some of the managerial implications necessary to ensure that this potential is delivered. Study of humanities provides an education offering skills to tackle the problems facing the twenty-first century world. The importance of clear communication of the value of the humanities to different constituencies, especially policy makers, institutional governing bodies and prospective students is emphasised.