Humanities the Role of the

Humanities The role of the humanities in the curriculum The topic of the content of curricula in schools and universities is a complex and often problematic issue. Educationists are cognizant of the importance of the makeup and content of the curricula in shaping the educational development and direction of the student. The issue of the curriculum is also linked to and influenced by external factors and variables, besides the need to achieve 'excellence in education'.

These can include trends within the culture and society, social demands for increased skills and job related objectives, as well as social views and opinions about the meaning and necessity of certain types of education. As one commentator states, "It is no easy schedule for the American politician who preaches "excellence in education" (Roediger, 1988). This refers to the different pressure groups and bodies of opinion as to what should be incorporated in the educational curriculums of schools and universities.

This can also be related to the aspects such as the debate about what should or should not be included in the science curriculum at schools and to the debate between evolutionists and creationists. It is however in the humanities that we have seen the greatest debates and shifts in curriculum content in recent years, both in America and in other developed countries.

For instance, the issue of the social sciences and humanities and the need to teach subjects such as art in school has raised problematic areas of debate and discourse at school and at undergraduate level. There is also therefore an increasing need to explain and justify why certain courses and subjects should be included in the contemporary curriculum at various levels. This paper will therefore discuss and explore the arguments that surround this debate about various curriculum choices in the humanities.

It should be noted that a debate about course curricula is related to the various theoretical stances or philosophies about the aims and goals of education. There are three main theoretical trajectories that should be kept in mind in this discussion. The first is known as perennialism, which refers to a ".. teacher-centered philosophy that focuses on 'great books' and the hope of impart the culture's enduring themes to students. The goal is to develop the ability for rational thought in students" (Cruey 2006).

Essentialism is another stance that is described as a teacher -centered approach that believes in teaching the fundamental and which focuses on the recollection of facts. A more student centered approach to education and the curriculum is progressivism. This more contemporary stance, attempts to interact with the real-world concerns and experiences of students. Classrooms are more democratic in governance and learning is more participatory and experimental than in either Essentialism or Perennialism (Cruey 2006).

In practice many educators tend to draw from all the above theoretical stances with the emphasis on one. The central point is that these general theories have an influence in the selection and determination of the curriculum. 2. Why should subjects like art and philosophy be taught? One of the central points of contention in the United States and in other areas of the world is the debate about a broad and inclusive education as opposed to a more selective and directed curricula approach.

A subject that has been central in much of this debate is art and the extended arts category. Some educators object to the inclusion of this subject as they view it as not having any relevance in terms of practical and job related opportunities. In essence, a central argument is that the arts are essentially a 'specialized' subject that is not significant and pragmatic enough in relation to a general and employment orientated curriculum.

This argument against the inclusion of art in the curriculum is important to consider as it reflects the general trend in the movement towards the sciences in the choice of curriculum. This trend is in turn related to the view that has became dominant in the second half of the last century that only curricula based on the sciences and the facilitation of practical and measurable outcomes in curriculum development are relevant to the modern world.

This view can be related as well to the emergence of the sciences as the central mode of knowledge and information in the Western world. However, many educationists put forward a strong and persuasive argument in favor of the inclusion of art in the curriculum. In an article entitled Why Teach Art? By Stephens (2008), the author states that,"..

teachers...regardless of where or who they teach...should consider that the content of art has the power to impact in positive ways the physical development, cognition, and behaviors of their students" (Stephens, 2008). Therefore, many educators feel that the inclusion of the arts in school curricula is an important facet of improving perception and cognitive behavior. However, it is also a fact that many schools in the United States have been discontinuing arts and creative classes from their curriculum.

There are many reasons that have been given for this reduction of the arts. One of these is the reality of budget constraints - but this again raises the issue of the preference of the sciences and other more 'practical subjects' over the arts (Richard).

This is a controversial issue as it refers to many more than budgetary constraints and illustrates the fact that in the modern educational environment the arts and many other subjects in the humanities are often seen as peripheral and not as important as the sciences and more skills oriented subjects. This refers to subjects in the curriculum that are more directed towards employment objectives. Preference for the demands of the marketplace is therefore a factor in the development of modern school and university curricula.

This refers in part to the theory of progressivism and the adoption of the curriculum development to the social and economic environment. On the other the hand the more traditional views of the value of a broad and inclusive curriculum has to be taken into account. There is also a strong argument that the inclusion of art and the arts in general into the curriculum is a vital aspect in the development of an overall and effective educational curriculum.

While it is hard to argue against the view that places emphasis on the practical and market related aspects of curriculum development, what has also to be considered is the meaning and intention that is embedded in the makeup and structure of any educational curriculum. In other words one has to consider the intentions and the trajectory and meaning of education and how this effects the selection of subjects.

As has already been briefly referred to, there are many educators who feel that the arts are integral to and even essential to the general curriculum at school and university. This view is based on the view that the student needs more than practical subjects but should also have a wider and more expansive educational background to function in the modern world.

This stance is essentially based on the more traditional view of a 'broader' education; in which the student is stimulated to think and experience reality from a number of viewpoints and perspectives from different disciplines, rather the being confined to a single type of education. This again refers to the assertions by Stephens (2008) and others, that art is an important subject in the development of cognitive and creative powers that can affect insight into other subjects as well as the view of the world around them.

There are many reasons that can be referred to for the inclusion of the arts in the modern school curriculum. Cicely Richard states that "...the arts is an important part in a child's development" (Richard). This is based on numerous studies that learning skills in general are enhanced by skills learnt from the arts. For example, the study of art is also seen as being an important part of critical thinking. Children learn to view the world in a less linear perspective and can think outside of the norm.

If they see a painting by Monet, they can form their own opinions of what the artist was trying to convey when working on the work. Thus, art is essential to children becoming a critical thinker in other classes, especially when it comes to formulating ideas for essays. Richard) There is also the view that art should also be studied for its own sake as well. From a purely aesthetics point-of-view art is important to the modern child n a highly technological environment.

Today, children are so bombarded with technology and plugged in almost constantly. Many of them don't even know what a real painting looks like. Pictures have been replaced with flat screen televisions or home theater systems. Their parents fail to teach them the importance of creativity, doing something with your hands Richard) This argument for the value of art in the curriculum can also be used with regard to the inclusion of traditional literary genres in the curriculum.

Poetry in particular is seen by some as being irrelevant in terms of practical skills. However, teachers also state that the study of poetry also helps the student to learn the subtle nuances of language and the way that words can function on many levels and in other fields and disciplines. For instance, knowledge of poetry and the intricate connotations of language usage can even be useful in the legal and business environment.

In this regard many traditional teachers believe that neglecting the study of literature and poetry "spells doom" for the educational system in the United States. (James a. 1992) This debate also leads to the controversial area of the teaching of history at schools. From the strictly pragmatic point-of-view only the history of the region or country needs to be taught. More radically, many educators believe today that history is not an essential subject that needs to be included in the curriculum. However, there are many objections to this view.

History is seen from both a traditional and more progressive view as an essential aspect in understanding the world and the actions and events that occur in the world that affect us on a daily basis. There is also the concern that if the history of other countries and regions is not taught and understood this may lead to intolerance and misunderstandings in politics and in terms of relationships. The world is becoming more interconnected every day as a result of modern technologies like the Internet.

This means that people of different cultures and historical backgrounds are communicating at and ever- increasing rate and there is a growing need to understand the history of other countries. This also refers to what many educationists see as the importance of a multicultural perspective that should be inculcated in the school curriculum. There are, for instance, fears that "...a White, elitist system fails to reflect America's multi-ethnic, non-European heritage" (James a. 1992). The inclusion of history in the curriculum could ameliorate prejudice and bias.

Another area of concern is classical studies. This is a subject that is seldom included in the general curriculum today. While the subject may be felt to be somewhat time bound and irrelevant to the modern world, there is also a strong case for its inclusion in the modern curriculum. Like historical studies, a study of the classics reveals important perceptions not only about the past but also about insights and perceptions that are timeless and relevant the modern world.

In essence what the above argument emphasizes is that art, poetry, history and classical studies are important to develop critical and open thinking in pupils and students. While there are arguments against the inclusion of these subjects in the curriculum, yet they are in fact essential for the overall education and personal growth of the individual. This argument also applies to the study of philosophy and its inclusion in the curriculum. Philosophy has for many years been seen as a specialized subject that is not usualy prescribed in general currcula.

However, more traditional curricula consider philosophy to be originating point of all the sciences and therefore essential with regard to the inculcation of critical thought. This is also related to the view that all disciplines are related to philosophy. Therefore, from this perspective, philosophy can be seen as an essential part of any curriculum. However, this subject has in most cases been supplanted by more practical and outcomes-based subjects. Many educationists lament this situation. Philosophy used to have a very big role in the college curriculum.

The role has grown progressively smaller with each decade. I think we have been outmaneuvered by other fields (mainly by the social sciences) in the game of academic politics (Bigger Role for Philosophy in the Curriculum. 2007). There is a growing concern among many educationists that critical thinking is not being sufficiently promoting and inculcated by school and university curricula.

As one pundit states, "We ought to push our institutions to make Critical Thinking a required course for all students and the course should be 100% under the control of people with solid training in logic" (Bigger Role for Philosophy in the Curriculum. 2007) This view is also supported by other studies which show that the study of logic and philosophical thought is an essential part of the curriculum.

Many educators believe that philosophy as an integral part of a high school curriculum would make students more prepared to deal with many social issues as well as being conducive to developing integrative skills, understanding, and critical judgment. (Link, Michael a.) The view that philosophy is an important component of any discussion on the curriculum and even in the sciences is emphasized for example in those who see its importance in the study of medicine. An article entitled Philosophy in the undergraduate medical curriculum -- beyond medical ethics, by Meakin (2004).

Meakin suggests that, "Of the humanities disciplines philosophy has been associated with medicine since antiquity and applied moral philosophy (medical ethics) is still the humanities discipline that is accepted as an important part of the practice of medicine in modern times" (Meakin, 2004, p. 53) This implies that an understanding of the underlying philosophical trajectory of modern science and medicine is an essential aspect in understanding the foundations of the discipline.