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In defense of the humanities: Upholding the pillars of human understanding

This essay is part of a series exploring the enduring importance of the humanities. Stay tuned for more insights on why the humanities still matter.

Loss and literature

Maria and her grandmother, 2003.

Often, the shortest stories are the most resonant. 

In 2020, I lost my maternal grandmother. “Maternal,” in her case, was more than a qualifier–she quite literally played the role of “mother” in my life. My first words, my first steps, and the most formative milestones of my childhood and adolescence happened in her care. She bore the brunt of my insufferable teenage angst, offering a consoling embrace when life seemed to get ahead of me. When I lost her, a chapter of my life ended.

To lose such a constant in one’s early twenties is to lose a tether to one’s reality. The years after my grandmother’s death have been fraught with uncertainty. How could I possibly recover from such a loss? How are my accomplishments meaningful if she is not present to witness them? And, perhaps most disconcerting: who will I be by the time my own life begins to wane? 

Everyone copes with and experiences loss differently. For me, it was acutely alienating. My relationship with my grandmother was singular, making my perspective on loss unique. I operated for what felt like ages on the assumption that no matter how much support I had, I could not possibly be seen.

That is, until I picked up A Very Easy Death . This brief, 112-page memoir by Simone de Beauvoir details her mother’s final days from an honest, compassionate perspective. Laden with recollections of a mother-daughter relationship and personal confrontations with mortality, it resonated with me in a way that no other text had. The acts of death and grief are explored in her memoir as though de Beauvoir were sitting across from me at a bistro recounting the experience. For the first time since my own experience and despite preceding me by thirty-six years, someone had finally seen me.

The humanities: Studies of the human condition

The connection I achieved through literature highlights the critical importance of the humanities. Encompassing history, literature, philosophy, art, and more, the humanities provide a lens through which one can view one’s personal experiences–making the universal personal and the personal universal.

The humanities and humanism have evolved significantly over centuries. In Western society, humanism traces back to Greece in the fourth and fifth centuries BCE. Sophists saw humanism as a cultural-educational program, aiming for the development of human faculties and excellence, as noted in Perez Zagorin’s “On Humanism Past & Present.”  

Agrippa: Human Proportions in Square. n.d. Wellcome Collection.

In Rome, the concept evolved into “an ideal expressed in the concept of humanitas … [which] designated a number of studies–philosophy, history, literature, rhetoric, and training in the oratory.” Most influential, though, was the humanism that emerged from the fourteenth and fifteenth centuries that was “centered increasingly upon human interests and moral concerns rather than religion.” Its purpose was to cultivate a population of Christian men who were well-spoken, literate, and capable of integrating with high society. 

Growing more secular over time, humanist values began to compete with the physical and biological sciences, the social sciences, and other modern subjects which comprised nineteenth century liberal education. Zagorin suggests that scientific and empirical research approaches overtook human-centered perspectives, particularly after the massive loss of life in World War I and the disillusionment that followed. 

“Through de Beauvoir’s philosophical inquiries into life and death, I was able to confront and process my own grief more profoundly. Her reflections on mortality and the mother-daughter relationship resonated deeply with me, helping me to navigate my personal loss while also offering insights into the universal human condition.”

Scholarly perspectives on the importance of the humanities

Scholars argue that the humanities are essential for comprehending complex social dynamics and ethical questions. In “The Power of the Humanities and a Challenge to Humanists,” Richard J. Franke argues that humanistic interpretation “contributes to a tradition of interpretation.” Franke posits that human emotions and values are at the core of humanistic study, offering the ability to explore domains that “animate the human experience.” This is precisely how my engagement with Simone de Beauvoir’s memoir, A Very Easy Death, provided a foundation for evaluating broader human concerns.

Le Brun, Charles, 1619-1690., and Hebert, William, fl. 18th century. A Man Whose Profile Expresses Compassion. n.d. Wellcome Collection.

Through de Beauvoir’s philosophical inquiries into life and death, I was able to confront and process my own grief more profoundly. Her reflections on mortality and the mother-daughter relationship resonated deeply with me, helping me to navigate my personal loss while also offering insights into the universal human condition. This connection underscores the humanities’ power to transform personal experiences into a deeper understanding of shared human emotions and values.

Moreover, Franke postulates that subjects under the humanities all lend themselves to critical thinking, which he defines as “that Socratic habit of articulating questions and gathering relevant information in order to make reasonable judgements.” Through the humanities, one can approach topics from varied vantage points to develop a holistic understanding of them. 

In a study published in 2018 by the Journal of General Internal Medicine , medical students across institutions suggested that exposure to the humanities had an appreciable influence on their “tolerance of ambiguity, empathy, and wisdom.” The study’s discussion section further indicates that both the performance and observance of drama increase empathy, and that “even good literature prompts better detection of emotions.” These findings highlight that studying the humanities cultivates essential skills and attributes that have practical applications in real-world settings.

Scholarship, then, suggests that the humanities teach us to be human, whether through the ability to form nuanced questions or to feel empathy. I experienced this firsthand while reading Simone de Beauvoir’s A Very Easy Death. Her detailed account of her mother’s final days helped me navigate my own grief. It also gave me a deeper understanding of the emotional complexities involved in facing mortality as a concept. These characteristics—developed through engagement with the humanities—can improve interpersonal relationships and foster a more empathetic and accepting society.

The impact of the humanities extends beyond personal growth; it influences professional practices and societal outcomes. The empathy and wisdom nurtured by humanities education can enhance the quality of patient care in the medical field, as evidenced by the medical students’ testimonies. Similarly, professionals in law, education, and public policy benefit from the critical thinking and ethical reasoning stimulated by humanities education. By emphasizing these real-world applications, we can better advocate for the continued support and integration of the humanities in various sectors of society.

Challenges affecting the humanities: Economic pressures and academic isolation

Even in light of their demonstrated value, the humanities face significant challenges that threaten their vitality and relevance. In “ The Decline of the Humanities and the Decline of Society,” Ibanga B. Ikpe describes how today’s labor market increasingly demands qualifications for specific sectors. Courses in the humanities that are not tailored to particular career paths put them at a disadvantage in universities. 

Ikpe also attributes the decline in humanities education to the fact that “economic rather than academic motivations have become the primary basis for decision making in universities.” He raises the notion that the humanities and similar disciplines cannot be elucidated into digestible pieces of information, which makes them more difficult to sell. The more defined the subject, the more profitable. Thus, funding for humanities programs at educational institutions has reduced significantly. This has both limited resources for teaching and research and signaled a devaluation of the humanities as a whole. 

Finally, Ikpe presents the argument that humanities scholars are partially to blame for the current state of the humanities. He raises the accusation that humanities scholars have become withdrawn from greater society, sequestering themselves in academia. The niche views and dialogues they produce in this environment may sever their connection with a broader audience. 

Sustaining the humanities today

The future implied by the above rings grim, but there are still significant opportunities to advocate for the humanities by highlighting their interdisciplinary relevance to contemporary issues. For example, the study of ethics in philosophy can provide crucial insights into debates on artificial intelligence and biotechnology. Similarly, understanding historical contexts can help policymakers make informed decisions about current social and political challenges.

Organizations like JSTOR play a crucial role in preserving and promoting the humanities. JSTOR’s vast digital library of academic journals, books, and primary sources ensures that humanities scholarship remains accessible to students, researchers, and the public, advancing knowledge, strengthening critical thinking, and supporting interdisciplinary studies.

ITHAKA, the parent organization of JSTOR, is also increasing the utility of this knowledge. More than a mere repository, ITHAKA uses technology to analyze and contextualize vast amounts of information, making it more accessible and meaningful. By doing so, they help transform scholarly resources into practical tools that can drive real change in society. Their initiatives facilitate connections between research and practice, allowing the humanities to inform solutions to contemporary challenges.

By leveraging the support of organizations like JSTOR and embracing technological advancements, we can turn the tide in favor of the humanities. Advocating for their interdisciplinary relevance and addressing contemporary social issues will ensure that these vital disciplines thrive. The humanities are not relics of the past—they are essential to navigating the complexities of the present and shaping the future.

Insight – Charles Sturt University

Why we still need to study the humanities

The story of us – Homo sapiens – is intriguing and complex. We’re unique creatures living in a rapidly changing world and we continue to face new challenges and opportunities. The study of humans, and all we’ve done, has always been of value. But studying the humanities now is probably more important than ever before!

We chatted with Charles Sturt University’s Jared van Duinen, who’s been teaching humanities for more than 15 years, and asked: what exactly are the humanities and why is it so important to study them in the 21 st century?

So, what are the humanities ?

First things first. When you sign up to learn about humanities, what sorts of topics will you study?

“Well, traditionally, the humanities are those disciplines that deal with human interaction, society and how humans get along in society. So think history, sociology, philosophy, politics, English literature and Indigenous studies.”

Why is it so important to study humanities?

Learning about ourselves – through the various humanities – helps us to create a better world.

“It’s the human in humanities that is worth studying. Humanities can tell us about ourselves, how we interact and get along and why we sometimes don’t!”

“Studying the humanities helps us to better understand who we are, our identity as a people, a society and a culture, and how to organise our societies so we can achieve our goals.

“Importantly, the study of humanities is a wonderful way of exploring our Charles Sturt ethos of Yindyamarra Winhanganha.

“Obviously STEM – science, technology, engineering and mathematics – has a role to play in creating a world worth living in. But the study of humanities can help create a better world, just as much, if not more so, than scientific and technological innovation.”

Tackling the world’s issues

Jared believes that understanding the humanities can help you deal with all sorts of issues and problems facing the world. Big, small and ‘wicked’ ones! How? By taking you behind the human scene, giving you an insight into some really valuable information, and equipping you with a unique set of skills.

• History. Studying the past helps us understand where we’ve come from and learn lessons to help us deal with the future.  
• English literature helps us explore the great themes of human interaction and better understand each other.
• Sociology helps us to understand human behaviour, culture and the workings of society.
• Philosophy helps us to think well, clearly, ethically and logically.   
• Politics. Learning about political processes and their impacts will help us understand how social and political change occurs.
• Indigenous studies is especially important because Australia has an Indigenous population. If we’re trying to create a world worth living in, a fuller understanding of the perspective of our Indigenous population is essential.

A practical reason to learn about the humanities – the ultimate skill set!

The other super valuable reason to study humanities is more practical. Studying humanities will give you knowledge and skills that you can use all throughout your working life! And grads who study in this field are catching the eye of more and more employers.  

“People who study these disciplines are really important to employers. They gain these important, sought-after skill sets:

• effective communication
• critical thinking
• creative thinking
• emotional intelligence
• working well in teams
• cultural understanding
• problem solving.

“Humanities grads have always had these skills in abundance, but for a long time these skills were disregarded or overlooked because they were generic. They didn’t speak to a particular vocation.

“But the world of work is changing, becoming more unpredictable. It’s suggested that a lot of graduates coming out of uni now will change careers five to seven times. So those more well-rounded, transferable or soft skills you gain from studying history, philosophy or English literature will really become important. Having them is now seen as a strength because you can carry them from one occupation to your next. And recent studies highlight that these types of soft skills – the ones humanities graduates gain – are what helps them land jobs. 

“Employers say these skills matter. They can teach technical knowledge, but they don’t always have the time or know-how to teach employees these vital soft skills. They look for employees who have these skills well-honed and are ready to work.”

Studying humanities gives you a swag of soft or transferable skills. That means you’ll be the employee who is more flexible. You can pivot from one role to another and adapt faster to changing roles. You become an asset. Now – and definitely into the future! 

What jobs are there in humanities?

So, guess you want to know what sort of career you could go into? Studying humanities with Charles Sturt can really take you places – even if you’re not sure where you want to go just yet.

What sort of jobs, you ask?

• Public service – in local, state and federal government. (History grads often end up in the Department of Foreign Affairs and Trade!)
• Non-governmental organisations, not-for-profit groups and advocacy groups
• Corporate sector – management and marketing, publishing and media
• Social work
• Policy work

“Studying humanities through our revitalised Bachelor of Arts allows you to study a wide range of disciplines. And that’s especially ideal for those who aren’t quite sure what career path they’ll go down. Those who don’t necessarily know what job they do want, but know they want to study.”

But what about the rise of job automation. How will studying humanities protect you from losing a job to a robot? It all leads back to those very special skills that you’ll build!

“With the increasing automation of many industries, those skills that are resistant to automation, such as critical thinking, cultural understanding, and creative problem solving, are going to be in greater demand.”

Set yourself up for success – now and in the future!

Want to explore the humanities and build a degree that’s meaningful to you and sets you up for career success? Keen to develop the ultimate soft skill set that will help get your first job – and your second and third and fourth? Check out our Bachelor of Arts and let’s get to work!

Bachelor of Arts CRICOS code: 000649C

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Hilbert College Global Online Blog

Why are the humanities important, written by: hilbert college   •  feb 8, 2023.

Why Are the Humanities Important? ¶

Do you love art, literature, poetry and philosophy? Do you crave deep discussions about societal issues, the media we create and consume, and how humans make meaning?

The humanities are the academic disciplines of human culture, art, language and history. Unlike the sciences, which apply scientific methods to answer questions about the natural world and behavior, the humanities have no single method or tools of inquiry.

Students in the humanities study texts of all kinds—from ancient books and artworks to tweets and TV shows. They study the works of great thinkers throughout history, including the Buddha, Homer, Aristotle, Dante, Descartes, Nietzsche, Austen, Thoreau, Darwin, Marx, Du Bois and King.

Humanities careers can be deeply rewarding. For students having trouble choosing between the disciplines that the humanities have to offer, a degree in liberal studies may be the perfect path. A liberal studies program prepares students for various exciting careers and teaches lifelong learning skills that can aid graduates in any career path they take.

Why We Need the Humanities ¶

The humanities play a central role in shaping daily life. People sometimes think that to understand our society they must study facts: budget allocations, environmental patterns, available resources and so on. However, facts alone don’t motivate people. We care about facts only when they mean something to us. No one cares how many blades of grass grow on the White House lawn, for example.

Facts gain meaning in a larger context of human values. The humanities are important because they offer students opportunities to discover, understand and evaluate society’s values at various points in history and across every culture.

The fields of study in the humanities include the following:

• Literature —the study of the written word, including fiction, poetry and drama
• History —the study of documented human activity
• Philosophy —(literally translated from Greek as “the love of wisdom”) the study of ideas; comprising many subfields, including metaphysics, epistemology, ethics and aesthetics
• Visual arts —the study of artworks, such as painting, drawing, ceramics and sculpture
• Performing arts —the study of art created with the human body as the medium, such as theater, dance and music

Benefits of Studying the Humanities ¶

There are many reasons why the humanities are important, from personal development and intellectual curiosity to preparation for successful humanities careers—as well as careers in science, technology, engineering and mathematics (STEM) and the social sciences.

1. Learn How to Think and Communicate Well ¶

A liberal arts degree prepares students to think critically. Because the study of the humanities involves analyzing and understanding diverse and sometimes dense texts—such as ancient Greek plays, 16th century Dutch paintings, American jazz music and contemporary LGBTQ+ poetry—students become skilled at noticing and appreciating details that students educated in other fields might miss.

Humanities courses often ask students to engage with complex texts, ideas and artistic expressions; this can help them develop the critical thinking skills they need to understand and appreciate art, language and culture.

Humanities courses also give students the tools they need to communicate complex ideas in writing and speaking to a wide range of academic and nonacademic audiences. Students learn how to organize their ideas in a clear, organized way and write compelling arguments that can persuade their audiences.

2. Ask the Big Questions ¶

Students who earn a liberal arts degree gain a deeper understanding of human culture and history. Their classes present opportunities to learn about humans who lived long ago yet faced similar questions to us today:

• How can I live a meaningful life?
• What does it mean to be a good person?
• What’s it like to be myself?
• How can we live well with others, especially those who are different from us?
• What’s really important or worth doing?

3. Gain a Deeper Appreciation for Art, Language and Culture ¶

Humanities courses often explore art, language and culture from different parts of the world and in different languages. Through the study of art, music, literature and other forms of expression, students are exposed to a wide range of perspectives. In this way, the humanities help students understand and appreciate the diversity of human expression and, in turn, can deepen their enjoyment of the richness and complexity of human culture.

Additionally, the study of the humanities encourages students to put themselves in other people’s shoes, to grapple with their different experiences. Through liberal arts studies, students in the humanities can develop empathy that makes them better friends, citizens and members of diverse communities.

4. Understand Historical Context ¶

Humanities courses place artistic and cultural expressions within their historical context. This can help students understand how and why certain works were created and how they reflect the values and concerns of the time when they were produced.

5. Explore What Interests You ¶

Ultimately, the humanities attract students who have an interest in ideas, art, language and culture. Studying the humanities has the benefit of enabling students with these interests to explore their passions.

The bottom line? Studying the humanities can have several benefits. Students in the humanities develop:

• Critical thinking skills, such as the ability to analyze dense texts and understand arguments
• A richer understanding of human culture and history
• Keen communication and writing skills
• Enhanced capacity for creative expression
• Deeper empathy for people from different cultures

6. Prepare for Diverse Careers ¶

Humanities graduates are able to pursue various career paths. A broad liberal arts education prepares students for careers in fields such as education, journalism, law and business. A humanities degree can prepare graduates for:

• Research and analysis , such as market research, policy analysis and political consulting
• Nonprofit work , social work and advocacy
• Arts and media industries , such as museum and gallery support and media production
• Law, lobbying or government relations
• Business and management , such as in marketing, advertising or public relations
• Library and information science , or information technology
• Education , including teachers, curriculum designers and school administrators
• Content creation , including writing, editing and publishing

Employers value the strong critical thinking, communication and problem-solving skills that humanities degree holders possess.

5 Humanities Careers ¶

Humanities graduates gain the skills and experience to thrive in many different fields. Consider these five humanities careers and related fields for graduates with a liberal studies degree.

1. Public Relations Specialist ¶

Public relations (PR) specialists are professionals who help individuals, organizations and companies communicate with public audiences. First and foremost, their job is to manage their organizations’ or clients’ reputation. PR specialists use various tactics, such as social media, events like fundraisers and other media relations activities to shape and maintain their clients’ public image.

PR specialists have many different roles and responsibilities as part of their daily activities:

• Creating and distributing press releases
• Monitoring and analyzing media coverage (such as tracking their clients’ names in the news)
• Organizing events
• Responding to media inquiries
• Evaluating the effectiveness of PR campaigns

How a Liberal Studies Degree Prepares Graduates for PR ¶

Liberal studies majors are required to participate in class discussions and presentations, which can help them develop strong speaking skills. PR specialists often give presentations and speak to the media, so strong speaking skills are a must.

PR specialists must also be experts in their audience. The empathy and critical thinking skills that graduates develop while they earn their degree enables them to craft tailored, effective messages to diverse audiences as PR specialists.

Public Relations Specialist Salary ¶

The median annual salary for PR specialists was $62,800 in May 2021, according to the U.S. Bureau of Labor Statistics. The BLS expects the demand for PR specialists to grow by 8% between 2021 and 2031, faster than the average for all occupations.

The earning potential for PR specialists can vary. The size of the employer can affect the salary, as can the PR specialist’s level of experience and education and the specific duties and responsibilities of the job.

In general, PR specialists working for big companies in dense urban areas tend to earn more than those working for smaller businesses or in rural areas. Also, PR specialists working in science, health care and technology tend to earn more than those working in other industries.

BLS data is a national average, and the salary can also vary by location; for example, since the cost of living is higher in California and New York, the average salaries in those states tend to be higher compared with those in other states.

2. Human Resources Specialist ¶

Human resources (HR) specialists are professionals who are responsible for recruiting, interviewing and hiring employees for an organization. They also handle employee relations, benefits and training. They play a critical role in maintaining a positive and productive work environment for all employees.

How a Liberal Studies Degree Prepares Graduates for HR ¶

Liberal studies majors hone their communication skills through coursework that requires them to write essays, discussion posts, talks and research papers. These skills are critical for HR specialists, who must communicate effectively with company stakeholders, such as employees, managers and corporate leaders.

Additionally, because students who major in liberal studies get to understand the human experience, their classes can provide deeper insight into human behavior, motivation and communication. This understanding can be beneficial in handling employee relations, conflict resolution and other HR-related issues.

Human Resources Specialist Salary ¶

The median annual salary for HR in the U.S. was $122,510 in May 2021, according to the BLS. The demand for HR specialists is expected to grow by 8% between 2021 and 2031, per the BLS, faster than the average for all occupations.

3. Political Scientist ¶

A liberal studies degree not only helps prepare students for media and HR jobs—careers that may be more commonly associated with humanities—but also prepares graduates for successful careers as political scientists.

Political scientists are professionals who study the theory and practice of politics, government and political systems. They use various research methods, such as statistical analysis and historical analysis, to study political phenomena: elections, public opinions, the effects of policy changes. They also predict political trends.

How the Humanities Help With Political Science Jobs ¶

Political scientists need to have a deep understanding of political institutions. They have the skills to analyze complex policy initiatives, evaluate campaign strategies and understand political changes over time.

A liberal studies program provides a solid foundation of critical thinking skills that can sustain a career in political science. First, liberal studies degrees can teach students about the histories and theories of politics. Knowing the history and context of political ideas can be useful when understanding and evaluating current political trends.

Second, graduates with a liberal studies degree become accustomed to communicating with diverse audiences. This is a must to communicate with the public about complex policies and political processes.

Political Scientist Specialist Salary ¶

According to the BLS, the median annual wage for political scientists was $122,510 in May 2021. The BLS projects that employment prospects for political scientists will grow by 6% between 2021 and 2031, about as fast as the average for all occupations.

4. Community Service Manager ¶

Community service managers are professionals who are responsible for overseeing and coordinating programs and services that benefit the local community. They may work for a government agency, nonprofit organization or community-based organization in community health, mental health or community social services.

Community service management includes the following:

• Training and overseeing community service staff and volunteers
• Securing and allocating resources to provide services such as housing assistance, food programs, job training and other forms of social support
• Developing and implementing efficient and effective community policies
• Fundraising and applying for grants grant to secure funding for their programs

In these and many other ways, community service managers play an important role in addressing social issues and improving the quality of life for people in their community.

Community Service Management and Liberal Studies ¶

Liberal studies prepares graduates for careers in community service management by providing the tools for analyzing and evaluating complex issues. These include tools to work through common dilemmas that community service managers may face. Such challenges include the following:

• What’s the best way to allocate scarce community mental health resources, such as limited numbers of counselors and social workers to support people experiencing housing instability?
• What’s the best way to monitor and measure the success of a community service initiative, such as a Meals on Wheels program to support food security for older adults?
• What’s the best way to recruit and train volunteers for community service programs, such as afterschool programs?

Because the humanities teach students how to think critically, graduates with a degree in liberal studies have the skills to think through these complex problems.

Community Service Manager Salary ¶

According to the BLS, the median annual wage for social and community managers was $74,000 in May 2021. The BLS projects that employment prospects for social and community managers will grow by 12% from 2021 to 2031, much faster than the average for all occupations.

5. High School Teacher ¶

High school teachers educate future generations, and graduates with a liberal studies degree have the foundation of critical thinking and communication skills to succeed in this important role.

We need great high school teachers more than ever. The U.S. had a shortage of 300,000 teachers in 2022, according to NPR and the National Education Association The teacher shortage particularly affected rural school districts, where the need for special education teachers is especially high.

How the Humanities Prepare Graduates to Teach ¶

Having a solid understanding of the humanities is important for individuals who want to become a great high school teacher. First, a degree that focuses on the humanities provides graduates with a deep understanding of the subjects that they’ll teach. Liberal studies degrees often include coursework in literature, history, visual arts and other subjects taught in high school, all of which can give graduates a strong foundation in the material.

Second, liberal studies courses often require students to read, analyze and interpret texts, helping future teachers develop the skills they need to effectively teach reading, writing and critical thinking to high school students.

Third, liberal studies courses often include coursework in research methods, which can help graduates develop the skills necessary to design and implement engaging and effective lesson plans.

Finally, liberal studies degrees often include classes on ethics, philosophy and cultural studies, which can give graduates the ability to understand and appreciate different perspectives, cultures and life experiences. This can help future teachers create inclusive and respectful learning environments and help students develop a sense of empathy and understanding toward others.

Overall, a humanities degree can provide graduates with the knowledge, skills and abilities needed to be effective high school teachers and make a positive impact on the lives of their students.

High School Teacher Salary ¶

According to the BLS, the median annual wage for high school teachers was $61,820 in May 2021. The BLS projects that the number of high school teacher jobs will grow by 5% between 2021 and 2031.

Take the Next Step in Your Humanities Career ¶

A bachelor’s degree in liberal studies is a key step toward a successful humanities career. Whether as a political scientist, a high school teacher or a public relations specialist, a range of careers awaits you. Hilbert College Global’s online Bachelor of Science in Liberal Studies offers students the unique opportunity to explore courses across the social sciences, humanities and natural sciences and craft a degree experience around the topics they’re most interested in. Through the liberal studies degree, you’ll gain a strong foundation of knowledge while developing critical thinking and communication skills to promote lifelong learning. Find out how Hilbert College Global can put you on the path to a rewarding career.

Indeed, “13 Jobs for Humanities Majors”

NPR, The Teacher Shortage Is Testing America’s Schools

U.S. Bureau of Labor Statistics, High School Teachers

U.S. Bureau of Labor Statistics, Human Resources Specialists

U.S. Bureau of Labor Statistics, Political Scientists

U.S. Bureau of Labor Statistics, Public Relations Specialists

U.S. Bureau of Labor Statistics, Social and Community Service Managers

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The humanities belong to everyone

The humanities preserve our valued traditions and transmit them from generation to generation. The humanities listen to the voices of many generations and share them through history, literature, philosophy, ethics, religion, languages, archaeology, and all the other areas of thought and culture that make up the record of human activity.

The humanities have practical applications for everyday life. They offer individuals and societies the opportunity to test ideas or actions and to imagine their consequences. The humanities provide a context for envisioning the impact—positive and negative—of new ideas in our culture, politics, and daily lives. They benefit people by helping them to think about and to consider life’s surprises and challenges before they happen and by giving strength when they do happen. The humanities help us to make informed decisions.

The humanities help us answer big questions. What is the meaning, value, and purpose of human life? What is justice? What is equality? What is freedom? How might a just society function? How do individuals relate to the state and society? What are the moral consequences of human action? Why do both cruelty and good exist? How do people best work together?

The humanities

• Give us wisdom and vision
• Clarify our roles as citizens in a democratic society
• Explain politics, religion, business, ethics, international relations, social and community values
• Encourage our participation in our communities
• Assist us in weighing the ideas, statements, and discourse we hear and read
• Help us understand and explain to what or to whom we give authority
• Awaken us to the possibilities of human life and culture
• Let us think big and understand much
• Make us curious about people and places
• Open us to the experiences of others and allow us to understand what we haven’t experienced ourselves
• Give us the means to recognize the common ground shared by all varieties of human thought and endeavor, and to bring about connections among them
• Help to make sense of the world we live in
• Tease our brains and expand our understanding
• Power our imaginations
• Preserve and share our stories
• Explore what it is to be human
• Assure us that we are not alone

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The Importance of Studying Humanities

• Categories: Humanities

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Published: Sep 12, 2023

Words: 772 | Pages: 2 | 4 min read

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Understanding the human experience, appreciating cultural diversity, engaging with complex social issues, developing a well-rounded education, promoting lifelong learning, challenges and opportunities.

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A Collection of Unmitigated Pedantry

A look at history and popular culture

Collections: The Practical Case on Why We Need the Humanities

(Note: Thanks to the effort of a kind reader, this post is now available in audio format here )

I have been holding off writing something like this, because it is often such a well-worn topic and I hardly wanted to preach to the converted. But at the same time, the humanities need all of the defenses they can get and I’ve found, looking at the genre, that my answers for why we need the humanities are rather different from the typical answer.

But first, the shameless plug that if you , yes you! want to support the humanities, you can support this humanist by sharing my writing, subscribing with the button below or by supporting me on Patreon . Your support enables me to continue telling you and other people to continue supporting me, a giant self-devouring ouroboros of support that will grow to become so large it will crush the world (I look forward to regretting this joke in the future).

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Edit: A friendly reminder to those in the comments: you will be civil . This thread has prompted some spirited discussion. That’s fine. But it will remain polite.

What Humanities?

First, just to define my terms, what are the humanities ? Broadly, they are the disciplines that study human society (that is, that are concerned with humanity): language study, literature, philosophy, history, art history, archaeology, anthropology, and so on. It is necessarily a bit of a fuzzy set. But what I think defines the humanities more than subject matter is method ; the humanities study things which (we argue) cannot be subjected to the rigors of the scientific method or strictly mathematical approaches. You cannot perform a controlled trial in beauty, mathematical certainty in history is almost always impossible, and there is no way to know much stress a society can bear except to see it fail. Some things cannot be reduced to numbers, at least not by the powers of the technology-aided human mind.

By way of example, that methodological difference is why there’s a division between political science and history , despite the two disciplines historically being concerned with many of the same subjects and the same questions (to the point that Thucydides is sometimes produced as the founder of both): they use different methods . History is a humanities discipline through and through, whereas political science attempts to hybridize humanities and STEM (Science, Technology, Engineering and Mathematics) approaches; that’s not to say historians never use statistical approaches (I do, actually, quite a lot) but that there are very real differences in methodology. As you might imagine, that difference leads to some competition and conflict between the disciplines as to whose methodology best answers those key questions or equips students to think about them. Given that I have a doctorate in history and self-identify as a historian, you will have no trouble guessing which side of this I come down on, although that might be a bit self-interested on my part.

So if the STEM fields are, at some level, fundamentally about numbers, the humanities are fundamentally about language . The universe may be made of numbers, but the human mind and human societies are constructed out of language. Unlike computers, we do not think in numbers, but in words and consequently, the study of humans as thinking creatures is mostly about those words (yes, yes, I see you there, economics and psychology; there are edge cases, of course). Our laws are written in words because our thoughts form in our heads as words; we naturally reason with words and we even feel with words. Humans are linguistic creations in a mathematical universe; consequently, while the study of the universe is mediated through math, the study of humans and human minds is fundamentally linguistic in nature.

Thus, the humanities.

Oh, the Humanities!

Now I want to note here the standard defense of the humanities, which is that the study of human culture, literature and art enriches the soul and the experience of life. This is, to be clear, undoubtedly true . There is joy and richness in the incredible kaleidoscope of human expression and a deep wisdom in the realization of both how that expression joins us, and how radically different it can be. There is also the enjoyment of developing a ‘palette’ for art and literature which is enhanced by knowing more of it, in being able to see the innovations and cross-connections (the ‘intertext’ to use the unnecessarily fancy academic term). This is all very much the case. There is a reason that rich people with abundant free time have consistently gravitated to the study of the humanities, or supported it.

But this is a weak defense of the humanities as they are currently constructed . The fact is that the academic humanities exist because people who do not study the humanities fund them. The modern study of the humanities, in its infancy, was paid for by wealthy elites who wanted either that joyful richness or at least the status that came from funding it. I should note here also that the humanities were never for the teachers of the humanities, but for its students. The rich funders of the humanities were rarely the authors of the great treatises or studies; rather they wished to be the readers of them (and likewise, the modern academic humanities are not for professors, but the students we teach; more on this next time ). Down until really quite recently, education in the humanities was largely reserved for that elite and their academic clients. As public support for the humanities continues to decline, many humanities fields seem in real danger of reverting back to that status: a prestigious toy for the already-rich and already-elite.

Avoiding that retreat of the humanities back into the wealthy elite means defending the humanities on different grounds. Of course, the traditional humanities will always survive at Harvard or Cambridge or Yale. But for the humanities to actually be generally available, they need to survive, to thrive, outside of those spaces. And yet, no good that is tethered to colleges can be justified solely through the benefit it gives the holder. Colleges, after all, are publicly funded, but while everyone pays taxes, not everyone goes to college . The OECD average rate for tertiary-education-completion among adults is around 37% and not all of those are four-year university degrees. To break down the United States’ data, while 44% of Americans have completed some kind of tertiary education, putting the USA towards the top of the scale (and around two-thirds have at least some college, though they may not have completed it), only 35% of Americans have a four-year degree . And of course, only a subset of those degree-holders will have taken very much in the way of the humanities. Which means the taxes that pay to fund the public universities that make up the great bulk of the study of the humanities are going to mostly come from people who have not, or could not, avail themselves of a humanistic education .

Even if we made the humanities available to all – a goal I robustly support (it is one reason I am spending all this time working on this open, free web platform, after all) – that effort would likely have to be publicly funded through a great many tax-payers who did not care to consume much of the academic products of the humanities (even if they consume many of its pop-cultural byproducts without knowing it). We must be able to justify the expense to them . And alas, while I love crowd-funding (did I mention, you can support me on Patreon ?), it is simply not an alternative for the research and teaching environment of the university (though I think it is and ought to be an important parallel model, for reasons I’ll get into in a moment). The fact is that while ‘short’ essays, blog posts and public-facing books can be popularly funded, the slow, painstaking work that forms the foundation for those efforts has no ready popular market ; but without the latter, the former withers (as a note: my next Collections post will be on the process by which knowledge filters from the latter to the former).

We must be prepared to explain the value of the humanities to people for whom the humanities hold no interest, or appear out of reach (though I feel the need to again reiterate that I think it behooves society to put the humanities within reach for everyone).

The Pragmatic Case for the Humanities

So rather than asking – as many of these sorts of ‘defenses of the humanities’ do – “why study the humanities” the question we ought to ask is “ why would you put down money so that other people can study the humanities? ” The STEM fields have long understood that this is the basis on which they need to defend their funding; not that science is personally enriching, but that it produces things of value to people who are not scientists, engineers, mathematicians or doctors . And they have ready answers in the form of inventions, medicines, soundly constructed machines and so on.

I firmly believe that the humanities can be defended on these terms and will now endeavor to do so.

The great rush of STEM funding that has slowly marginalized the humanities within our education system (it was, for instance, not hard to notice growing up that my school district had a special high school for students gifted in “science and technology” but no such program for students gifted in writing, art, history, and so on) has long been justified on national defense grounds. We needed science to ‘beat the Russians’ and now we need it to ‘beat the Chinese.’ I don’t want to get lost in the weeds of if ‘beating the Chinese’ (which I think, would be better phrased as ‘deterring the leaders of the PRC from mutually destructive conflict’) is a worthwhile goal. But I want to assess the humanities on that strict, materialistic basis (even though I believe there is rather more to our lives and world than a strict materialist outlook), because if the disciplines of the humanities may be justified on these grounds, they may be justified to anyone.

The core of teaching in the humanities is the expression of the grand breadth of human experience. As I hope the images I’ve been using throughout this essay have conveyed, when I say the humanities, I do not just mean a study of the traditional Western canon (by which I mean Greece, Rome, the Renaissance (but rarely the Middle Ages), all in Europe), but of the humanities spread widely over time and space . A ‘humanities’ which covers only elite European men is a narrow field indeed, to its detriment (the same could be said of a field that excluded them, but there is little chance of that). On the one hand, this provides a data set of sorts – a wide range of information about places, cultures and people. But more importantly than that, it is meant to teach students how to go about learning about a place or a people not their own, to inspire a degree of ‘epistemic humility’ (that is the knowledge that you do not know everything ) and also what I call an ’empathy of diversity’ – the appreciation that the human experience and the things humans do and value varies quite a bit place to place and person to person and that what seems strange to us seems normal to others.

(That is, by the by, not an invitation to endless crass moral relativism – some strange foreign customs are bad , some comfortable domestic customs are bad too . Accepting that I, and my society, do not have a monopoly on virtue is not the same thing as declaring virtue itself an impossibility, or even that it is undiscoverable in an absolute sense.)

These experiences, bottled up in artwork, literature, languages, histories and laws, forms the evidence base of any given humanities discipline. But that breadth of evidence, properly delivered, teaches through experience to a depth that merely saying the maxim cannot, two core things: that in the human experience, the human component is constant , even while the experience is not . That is, on the one hand, “the past is a foreign country, they do things differently there” (and foreign countries are foreign countries too!) but at the same time – homo sum, humani nihil a me alienum puto (I am human, and I think nothing human to be alien to me). Put another way: people are people, no matter where and no matter when, but the where and when still matter quite a lot!

(Now you might argue that there are certain trends within the humanities which present this or that maxim as a transcendent, nearly theological proof and thus fundamentally undermine this message by undermining both epistemic humility and the empathy of diversity with the promise of One True Revelation. And I agree! I am very troubled by this. But the problem is hardly solved by dumping the entire study altogether; if anything, the shrinking of the humanities has made this problem worse as smaller and more poorly funded departments are easier for political interests with ‘one true revelation’ to colonize and dominate.)

The other thing we ask students to do, beyond merely encountering these things is to use them to practice argumentation, to reason soundly , to write well , to argue persuasively about them. That may sound strange to some of you. I find that folks who have not studied in the humanities often assume that each discipline in the humanities consists of effectively memorizing a set of ‘data’ (historical events, laws, philosophies, great books, etc) and being able to effectively regurgitate that information on demand. Students often come into my class thus impatient to be ‘told the answer’ – what is the data I need to memorize? But the humanities are far more about developing a method – a method that can be applied to new evidence – than memorizing the evidence itself. Indeed, the raw data is often far less important – I am much more interested to know if my students can think deeply about Tiberius Gracchus’ aims and means than if they can recall the exact year of his tribunate (133, for the curious).

What a student in these classes is – or at least, ought to be – doing is practicing a form of considered decision-making : assessing the evidence in a way that banishes emotion and relies on reason (which is why we encourage students to write plainly and clearly, without too much rhetorical flourish), and then explaining that reasoning and evidence to a third partly clearly and convincingly . Assertions are followed by evidence and capped off by conclusions in a three-beat-waltz with a minimum of fuss and a maximum of clarity. Different disciplines in the humanities have different kinds of evidence and methods of argument they use – legal argument isn’t quite the same as historical or philosophical argument – but they share the core component of argumentation. I tell my students that even if they never use any fact or idea they encounter in a history course ever again in life – unlikely, I think, but still – they will still use these skills, practiced in formal writing but applicable in all sorts of circumstances, for the rest of their lives in almost anything they end up doing.

What is being taught here is thus a detached, careful form of analysis and decision-making and then a set of communication skills to present that information . Phrased another way: a student is being trained – whatever branch of specialist knowledge they may develop in the future – on how to serve as an advisor (who analyzes information and presents recommendations) or as a leader (who makes and then explains decisions to others).

And it should come thus as little surprise that these skills – a sense of empathy, of epistemic humility, sound reasoning and effective communication – are the skills we generally look for in effective leaders . Because, fundamentally, the purpose of formal education in the humanities, since the classical period, was as training in leadership .

As I’ve already noted, in much of the past, this sort of education was quite clearly limited to a hereditary (or effectively hereditary wealth-defined) class of leaders. Elite Roman education began with basic grammar, but extended to the analysis of poetry, the reading of literature and from there into the study of rhetoric, history and philosophy. Particularly for history, the ancient Greeks, with whom the discipline of history began, left little mystery as to its purpose: history as a field existed to inform decision-making and leadership. As Thucydides puts it, “but if it be judged useful by those inquirers who desire an exact knowledge of the past as an aid to the understanding of the future, which in the course of human things must resemble if it does not reflect it, I shall be content” (Thuc. 1.22.4). Plutarch ( Alexander 1.1-3) and Polybius (1.1.1-4) are similarly direct. Polybius goes so far as to say “men have no more ready corrective of conduct than knowledge of the past” (Plb. 1.1.1). But the same was true for the reading of literature, the development of knowledge in law, oratory and philosophy. These were leadership skills , taught to aristocrats who were assumed to be future leaders. This was true not merely in Greece and Rome (where I just happen to have the easy textual references) but in every sophisticated agrarian society I am aware of, from the universities of medieval Europe to Chinese aristocrats training for Imperial examinations .

(As an aside – note that the use of history in particular in this way is not merely because ‘history repeats.’ In the first case, history does not repeat; if it did, we should surely be around to the second (or third) Akkadian Empire by now. Rather, as Thucydides says, human affairs resemble themselves , because they contain in them the same one dominant ingredient, the one thing the humanities study: humans. The best guide to future human behavior is past human behavior, and history is the best way to sample a lot of that behavior, especially in circumstances that are relatively uncommon.)

Does anyone look at the present moment and conclude that we have an over-abundance of humble, empathetic, well-trained and effectively communicating leaders?

Soft Skills in Soft Power

That is, of course, not the only thing the humanities offer to a society. As I noted above, the steady marginalization – as a matter of education and funding – of the humanities in favor of STEM in the United States has been motivated by the need to ‘win’ geopolitical contests. And perhaps the most obvious benefit of the humanities, particularly in the geopolitical sphere, is the soft-power aspect of a robust culture ‘industry.’ No rocket, no weapon-system of any kind was as instrumental in the collapse of Soviet Communism as Hollywood and Rock’n’Roll – or more correctly the vast culture edifice that those two ideas are used to represent. The Soviet Union wasn’t defeated with missiles, after all, it collapsed from a failure of ideological legitimacy ; a crisis of words not numbers. What we’ve seen again and again over the last century (and even longer, if one cares to look) is that the vast soft power of cultural cachet is often far more cost-effective than new weapons (in part because new weapons are just so expensive). Athens lost the Peloponnesian War, but remained an important place for centuries, while Sparta – which won – sank into irrelevance. It is hard not to conclude that Athens lost the war but decisively won the peace and that it was the latter victory that actually mattered.

The response to this is typically the glib assumption that this cultural ‘effectiveness’ is simply the product of chance, or individual genius or just a product of markets. But the fact is no one is born a great producer of culture; all of the skills are trained. And they are refined against a backdrop of deep complexity, of interleaved references and homages to older and older works. Those rich traditions are kept alive in the humanities to provide so much of the raw material for new artists and writers to hammer into new ideas, new mixtures of old themes and motifs. And while academic cultural criticism can often be self-indulgent and jargonistic, it serves an important role of examining the motifs we would otherwise use unthinkingly, which in turn can lead to the production of yet better (or just new) art. It also trains us to be critical of our art, in a way that makes the public harder to beguile and the art itself better.

At the same time, the study of the humanities, properly done, broadens the range of reference points beyond a single culture. As I hope the images that go with this essay show, when I say the humanities, I do not simply mean the study of the same few dozen European ‘great books.’ By no means am I throwing the western ‘canon’ out, but it is not the whole of the humanities. That in turn can provide a means of training the ability, however dimly, to ‘see’ through the eyes of other cultures (and in other languages, of course); the geopolitical benefits of having people trained this way, prepared with a wide range of cultural reference points from many times and places, should be obvious.

I think the impact that the academic humanities have on that process is often obscured by the intermediate layers that this knowledge passes through. Of course a great many cultural creators do not immerse themselves in four-year humanities degrees (although quite a number do, and it certainly seems to me that most writers, artists and musicians are quite open that the quality of their own art is dependent on sampling the art of other great creators, past and present, which would not exist in accessible form without the academic humanities or their public siblings). Rather, the study of the humanities creates a certain level of diffused knowledge in the society that is available to everyone. It is sufficiently diffused that it is often supposed that we might do as well without its source, but that is a mistake of understanding. I do not stand next to my A/C to get cool (because it cools my whole apartment, albeit less evenly than I might like), but if I turn it off, things will surely get warmer! Likewise, if you disassemble the academic and public humanities, you will quickly find that their beneficial influence on even the art produced beyond their borders wanes, to the detriment of the final product and the culture at large. And yet that diffusion makes the case for the humanities more difficult because it takes training in the humanities, sometimes, to see the influence of the humanities in the broader culture.

In the meantime, it seems to me no accident that as the funding for the humanities, and the social importance placed on a broad humanistic education, has dwindled, it has produced a matching decline in the richness of our cultural products that at this point has been broadly noticed: more and more sequels or remakes of things that aren’t even very old yet; the same handful of properties and themes flogged to death with precious little in the way of innovation. The reference pool has grown small and stagnant, even as every library in the country has an unplumbably deep well of rich ideas, just waiting to be discovered, if we only got back to teaching ourselves how to fathom those depths.

The frustration I most often encounter – particularly from students coming from high schools that too often ‘teach to the test’ instead of teaching skills – is in the apparently round-about way that the humanities teaches these things. Why not shovel money directly into Hollywood and a handful of ‘leadership institutes’? But – and I apologize, because I am going to adapt a phrasing I saw from someone else but can no longer find – that is the equivalent of the student arriving to class asking to “just be told the answers.” The point was never the answers, but the skills you gained finding them .

Leadership courses can reduce some of these ideas to basic maxims – good for what it is; maxims can be very helpful – but they cannot teach you how to discover new maxims . They cannot prepare you for a situation where you find that all of your old maxims are useless because the culture you are in or the people you are now leading do not value a ‘firm handshake’ or ‘strong eye-contact,’ to use one example. Maxims are rigid; the world demands flexibility . And there is no short-cut but to practice reasoning and argumentation, over and over again, in one unfamiliar discipline, one unfamiliar cultural sphere after another (which, of course, in turn necessitates teaching by individuals who are hyper-specialized in those disciplines and cultural spheres, not because humanist academics are the best leaders – note how the skills to teach are not the same skills as to practice . One of these days, we will discuss the art of teaching a bit; suffice to say the old canard ‘those that cannot do, teach’ is rubbish. Few who do can teach , but most who teach can do; they are different skills, only infrequently found together).

And at the moment, particularly, it seems to me that those sort of leadership skills – calm, sound reasoning, careful explanations, epistemic humility and compassion – are in short supply. As I write this – future readers, note the date – we are still in the grip of a global pandemic. What we see is not a failure of our science – by no means! We have clearly gotten our money’s worth from our doctors and scientists who continue to do heroic work. Researchers are breaking one vaccine speed record after another. The speed with which new medical methods and data are brought to bear on the viral enemy is astoundingly fast. But so far, that work hasn’t had the impact it could have had because of leadership failures – failures to buy the scientists the time they need to do their work, to get the public to follow best practices.

Our knowledge of science hasn’t failed – our knowledge of humanity has. And can it be any surprise? Since the 1950s, the humanities – particularly the academic humanities that teach the skills I have been talking about – have faced cuts not only in the United States but around the globe, over and over again. What is happening as a result is that the humanities are collapsing back into what they were in the ancient world: a marker or elite status and privilege, available to those born to wealth .

Which is a real problem, because it isn’t enough for this to be a skill-set held only by a tiny class of designated, hereditary ‘leaders.’ Rather, it behooves us for the humanistic skills to be broadly distributed in society, so that they are widely available. In the same way that I discussed above, where an artist might benefit from the broad array of influences in the humanities without having done a four-year-degree themselves – through their proximity to others who have – society benefits broadly by having skills in the humanities widely diffused. After all, you need someone in the lab to ask if we should, not merely if we can (it is striking, in that scene, that this observation is given to Ian Malcolm, a mathematician, rather than an ethicist or a historian or someone else whose knowledge actually bears on the question of should ; this is Hollywood’s fetishism of scientific knowledge at work. For exhibit B, notice how even the officers in Star Trek: The Next Generation have their training in science rather than in leadership , like real officers do (the Kirk era knew better!) – the only actual knowledge treated as such in TNG is generally scientific knowledge). You need people at every level of business and government who can ask larger questions and seek greater answers in places where science is unable to shed light. It does no good to silo those skills away to a select, elite few.

The most pressing problems that we face are not scientific problems . That is not because science has failed, but rather because it has succeeded – it has given us the answers . It has told us about the climate, given us the power of the atom, the ability to create vaccines and vast , vast productive potential. It has taken us beyond the bounds of our tiny, vast planet. What is left is the human component, which we continue to neglect, underfund, and undervalue. We look for scientific solutions to humanistic problems (where our forebears, it must be confessed, often looked for humanistic solutions to scientific problems) and wonder why our wizards fail us. We have all of the knowledge in the world and yet no wisdom.

We would do well to go back to the humanities.

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Published by Bret Devereaux

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297 thoughts on “ Collections: The Practical Case on Why We Need the Humanities ”

• Pingback: Collections: How Your History Gets Made – A Collection of Unmitigated Pedantry

Specifically in regards to Star Trek, I will note that yes, in the original series, officers are trained in ‘leadership,’ while the training seems to emphasize science more in later series from the 1980s and on.

With that said… It is true that Picard, as a character, may not have had to pass humanities classes to get the Starfleet Academy degree that launched his officer career in-setting. But he is plainly a cultured *man.* He displays deep moral reasoning, he is passionate about and respectful of the arts, he has a strong sense of where his own species stands in the universe and his vision of where it is going- that is to say, a sense of history. So even if he is only formally trained in the sciences, he cannot be imagined as the product of *only* an education in the sciences. Somewhere along the way, he soaked up a lot of the humanities, even if only indirectly.

But then look at later Star Trek captains- Janeway and Archer. Here we see a considerable amount of decay in their depiction. More superficial moral reasoning, respect for the arts that seems more performative and pro forma at least in my opinion. And, at least aboard Janeway’s USS Voyager, there is no real sense that the activities of the ship fit into a broader historical narrative of which the officers are aware. The ship’s mission is purely about survival and travel, not about “why are we out here.”

So we can view this as a sort of progressive shift, the de-humanitization, if you will, of the Starfleet officer. The captain evolving from a rounded figure who may not know as much science as the science officer or engineering as the chief engineer, but whose grasp of an alien culture or ability to make strategic decisions is enhanced by a sense of history and philosophy… Down to an ascended version of (again) the engineer or science officer. Indeed, Janeway IS the science officer of her own ship; the command-track officers are killed in the first episode and Janeway takes command by stepping into the shoes of the dead.

I’m afraid you betray your lack of ST lore. Janeway was the captain of Voyager from the get go. You’ve relied on false memory for your argument. However, regardless of the nitty-gritty problem of getting the details wrong, I think that your passion for humanities has occluded your perspective, which has failed to take into account evidence that contradicts your argument.

Take C. P. Snow’s 1959 Rede Lecture, The Two Cultures as a jumping off point.

Snow discusses humanities versus STEM problem, and in particular the way each perceives the world and the growing divide where one side is unable to comprehend what the other side says. His argument being that the political and social elites are no longer taught science and technology, which effectively makes them modern day Luddites opposed to industrialization. Therefore they’re at a loss to cope with the changes technology is bringing.

This leads to neither side being able to comprehend the other, or finding the points of view expressed nonsensical to their ears; each seeing the other as deluded. ~Snow argues that this leads to the rich failing to comprehend science and technology, while the poor treat science and technology as things equivalent to magic: beyond their comprehension and understanding.

However, the poor experience the benefits that science and technology bring, and are affected by the social changes arising in a visceral way that the rich are insulated from by their wealth.

In short, the rich live their lives with values derived from an arts and literary education where social change is slow. Whereas the poor have to contend with both the benefits and costs from a rapidly changing cultural milieu. Snow argues these social changes will divide populations, and the only thing that can address the problem is better education with a greater emphasis on science.

Therefore, it could be argued the future is not about machines or the advancement science, but rather information about the most valuable of resources, ourselves and what makes us tick.

However, if we are to do this, then we have to embrace the scientific method, put facts before feelings and develop theories that account for our natures, rather than mythologizing the human condition based on beliefs held onto through faith. I’ve said elsewhere on your lovely blog, that unfortunately facts don’t change peoples opinions.

Caveat: T&CA, E&OE; because most people are concrete operational thinkers, and those who develop abstract formal thinking are only able to do so within specific parameters of their specialist training (Piaget).

Arguably, no matter where you go in this world, ultimately people are just people trying to get along..

Coming back to this much later, I freely admit I misremembered details about Captain Janeway of Star Trek: Voyager and its pilot episode. I was, quite simply, wrong . There are reasons I misremembered such an important set of details in that particular context, and I can find them in hindsight, but the reasons are ultimately irrelevant. I goofed.

More broadly, though, I don’t think I’m wrong in the broader observation about Star Trek , which is that Picard represents something of a high water mark for the franchise in terms of the idea that a Starfleet officer’s aspiration should be towards culture, philosophy, and history of the Federation and those it encounters, as much as to technology and the physicality of space.

To be fully fair to Star Trek , it’s tricky to come up with a convincing three-dimensional character who’s more cultured than Picard without being entirely focused on culture to the exclusion of other activities. One would face similar troubles creating a successor character noticeably braver than Worf or more compassionate than Counselor Troi from the same series. Picard is a tough act to follow in some ways. Note that confronted with a similar problem in TNG itself (“how do we follow Kirk’s act”), the creators quite sensibly didn’t try. They created Picard, who’s a respectable captain but so different from Kirk that neither can be seen as a lesser version of the other, and Riker, who’s a bit more like a lesser Kirk, but who also has the less “spotlight” role of first officer and so can afford to be a little less impressive than another series’ captain.

And to be further fair, I don’t feel qualified at all to comment on the most recent Star Trek series that have come out ( Discovery, Lower Decks while we’re at it, and most notably for what I’m saying, Picard ).

As regards the general thesis of the post I’m replying to, about broader historical trends, I would note that Snow was presenting The Two Cultures in 1959. Of necessity, he was referencing back to social trends observed in the 1950s and earlier, and within the context of specifically the British class system he’d grown up with and lived his adult life in. After all, Charles Percy Snow, recently created Baron Snow as of the time of his speech, was born in 1905, in a world very different from the one we now occupy.

To him, the problem of the Victorian-era focus on a very specific and stilted type of humanities education (poetry memorization, Greek and Latin for everyone, and the sort of inapplicable cramming-focused education memorably mocked in I Am The Very Model Of A Modern Major General ) carrying over into the education of the then-dominant elites of Great Britain (most of whom would have been born during or before the First World War at the time) and leading them to ignore the advances created by “rude mechanicals” must have seemed very real.

We don’t live in his world anymore.

I would argue that whatever may have been the case in Britain c. 1930-1960, in America c. 1990-2020, and in many other parts of the developed world, the problem has changed. The trouble is not that the “classical” elites with their humanities education have walled out the scientists, and merely educating the public in science more fully is not enough to address the matter. I would argue that on the contrary, the problem is that elites whose education focuses almost entirely around law and business management have pushed aside both the humanities and the sciences, except insofar as the sciences can be used to make money.

“Aside from my profound uncertainty as to the accuracy of this claim”

Not to mention many of the riots were sparked by police misbehavior on the spot. When police behaved themselves, so did protesters.

> Within the context of American history, it is fairly close to true to say “only blacks were enslaved.”

Or if you want to get complicated, there’s Indian slavery. Charles Mann says early South Carolina exported lots of Indians as slaves to work in Caribbean islands. Not to mention forced labor through the Spanish Americas, from Columbus to California missions. Supply didn’t keep up though, thus the turn to Africans. (Who brought malaria and yellow fever to the Americas, inadvertently increasing their own relative advantage as laborers, since they had more immunity than anyone else.)

>What a student in these classes is – or at least, ought to be – doing is practicing a form of considered decision-making: assessing the evidence in a way that banishes emotion and relies on reason (which is why we encourage students to write plainly and clearly, without too much rhetorical flourish), and then explaining that reasoning and evidence to a third partly clearly and convincingly.

>What is being taught here is thus a detached, careful form of analysis and decision-making and then a set of communication skills to present that information.

Just to clarify here, are you saying this is something that is the product of studying the humanities, but not a product of non-humanities courses?

If not, then this point boils down to ‘humanities courses also offer SOME of the benefits of stem courses’, which seems like a pretty thin argument in defense of their continued funding.

If, on the other hand, you’re saying that STEMs do not involve careful, impartial and detached analysis based on data, and then communicating the information to others in a precise understandable way, then you’ve defined STEM topics so narrowly as to exclude research publications. All scientific research is a conversation.

>In the meantime, it seems to me no accident that as the funding for the humanities, and the social importance placed on a broad humanistic education, has dwindled, it has produced a matching decline in the richness of our cultural products that at this point has been broadly noticed: more and more sequels or remakes of things that aren’t even very old yet; the same handful of properties and themes flogged to death with precious little in the way of innovation.

This is a pretty weak argument as well; look at 1920’s cinema and you’ll see tons of sequels and adaptations, to the point where even contemporary newspaper comics have numerous complaints about the plague of poor adaptations. So cinema, at least, has always done it. Go back a century further, and stories that were popular with the general public, like “Varney the Vampire” don’t reflect any sort of lost cultural era of literary innovation.

You say the sequel/remake problems started happening in the 1950’s, though. Over the course of 1935-1948, Universal put out SEVEN sequels to Frankenstein (which was, of course, an adaptation of the play from four years earlier, which was itself an adaptation).

But, as you’re the one touting that reasoning based on evidence is the benefit of the humanties education you received, I’d love to see your work. I assume you’ve put your money where your mouth is and have done an actual analysis rather than going off your ‘gut feeling’?

Overall, however, the biggest issue I have is that your post – as such – is structured with the implicit assumption that people with scientific training should be ruled over by those without. You either state, or heavily imply, that mathematicians are incapable of making ethical decisions, that scientists are incapable of asking bigger questions, and that the problem with our covid response is not that the people organizing this scientific project are scientifically illiterate, but that the *wrong* scientifically illiterate people are in charge.

The critical distinction here isn’t between people educated in STEM fields and people educated in the humanities. It’s between people educated in the humanities and people not.

The average physicist has more training in the humanities than the average non-physicist, after all. And the average sociologist has more training in STEM fields than the average non-sociologist. Most people are not any kind of academic.

People, including scientists, are going to be ruled over by some group of people. And it’ll be better for everyone if that group is well-versed in history, sociology, law, economics, philosophy, and language. So the humanities are necessary.

Though it is worth noting that some of the stuff a leader should know is generally considered STEM. Statistics and environmental science, notably.

If, on the other hand, you’re saying that STEMs do not involve careful, impartial and detached analysis based on data, and then communicating the information to others in a precise understandable way, then you’ve defined STEM topics so narrowly as to exclude research publications. All scientific research is a conversation.

I notice that you said “data” whereas Bret said “evidence”. Data is a kind of evidence, of course, but it’s not the only kind, nor does a facility with handling data equate to facility with handling other kinds of evidence.

I’ve wondered how much history might have changed if someone had the idea of representative democracy back in ‘ancient’ times. Seems to me that they didn’t have an idea of something that could scale the way the early US did — spanning 800×1000 miles with no communication better than the printing press and maybe the occasional pigeon. (I.e. well before the railroad or electric telegraph or even the US pony express.)

“political decisions have to be made by a smaller group of people.”

With a large population, the deliberation and detailed decisions have to be made by a small group; the people at large can still approve or strike down proposed decisions once spelled out. Modern Switzerland uses this: a conventional legislature writes laws, but it can be put to popular referendum within a few months if enough people object. I’ve often imagined a system where changes to the criminal or tax laws automatically have to go to referendum.

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Faith in Humanities restored! Very compelling post, which shows what it says by doing it.

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>the study of the humanities creates a certain level of diffused knowledge in the society that is available to everyone.

You go on to and talk about Rock&Roll and Hollywood. How they made the Soviet Union collapse. These are greatly limited by copyright law, itself an extension of patent law. The idea behind patent law was that it would grant an inventor a period of exclusive use, and later it would expire and it would enrich public domain.

It is now common for copyright to last 70 years after the death of the writer or artist. And that can be extended on a case by case basis. It is often enough to make a work irrelevant. Lord of the Rings was first published in 1954, 67 years ago! LOTR is copyrighted. Peter Jackson’s movies are copyrighted.

The bulk of popular culture, the de facto culture, is not Homer, Machiavelli, Chopin, or even Tom Sawyer. It’s Guardians of the Galaxy, Kanye West, Home Alone, Die Hard, The Witcher, Spiderman, Dr House or Call of Duty. They’re overwhelmingly patented. There’s no common culture. There are cultures and bubbles.

STEM inventors have it easy as they can literally show an invention used by everyone or by a few important people and explain their working principles. They’re tangible. Humanities ‘inventions’ each require an essay to defend. Besides, we live in a post-truth, post-expert era. Anyone can claim anything on the internet, especially if you have a charismatic personality. On youtube, to a regular joe, anti-vaccer looks just as good as a person highly educated in humanities. We can spend hours arguing how much merit there is in Jordan Peterson’s lectures or how much he uses word salad tactic, using language to distance, intimidate and confuse instead of bridging gaps and illuminating. There’s no straightforward (like a mechanical device) way to test which parts of Peterson’s lectures are valuable. Mechanical contraptions can be taken apart into their base mechanisms. You can’t trivially take Rashomon apart and get Citizen Kane. Wise leaders might benefit from illuminating classic works, but that’s hard and time-consuming to prove to a simple citizen.

People aren’t even interested in facts (knowledge) much anymore. They’re happy with opinions. The more radical and emotional, the better.

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I agree that the typical justification for the humanities is not solid. I wonder if there is value in tracing the genealogy of that justification, because it answers the question “Why should you study the humanities?” not “Why should society value the humanities?” The common justification has a little moralizing in it – you should study humanities because it is a morally good thing to do so. But I wonder if that is because it is the Western Tradition [of the elite], and at the time it was created, it was an essential part of being a good elite. Hence the idea that it is a moral necessity. I think Bret correctly identified that it is not a sufficient justification for society valuing (and government funding of) the humanities.

Corollary: Many historical rulers were smart. Most historical rulers studied humanities. Many smart historical rulers emphasized the study of humanities (as part of my hypothesis above regarding it being a moral good for elites). Thus, there is some good reason to think that humanities have value for rulers. If so, we should educate the rulers of America in humanities. Who are the rulers in a democracy?

I think it’s absolutely critical to address your responses to the actual question asked, and I appreciate Bret making a solid case for actually funding humanities.

Let me make another case, possibly in a similar vein. My background: I went to a liberal arts college, but got degrees in mathematics and biochemistry. However, a couple years out from college, I now work for a major consulting firm.

What does America value? What defines our culture? No moral judgement here, but America is about money. Everything is America is about money. (I had another comment about the driving factor behind movie construction in Hollywood being money, but it was too long so I cut it). I guess I can justify this statement if somebody wants me to, but I honestly feel like it doesn’t need justification. If I’m wrong, let me have it.

Money in America flows to the most valued members of society. I know what you’re thinking: “Programmers! Engineers! Essentially STEM people.” No, it’s their managers. It’s always the managers who get paid. Programmers and Engineers get paid more than most other workers, but managers are the largest people group who makes serious amounts of money. Obviously tech company founders tend to amass enormous assets, but (1) They are a very select group of people, and (2) They usually stop programming and start managing pretty fast. I don’t even think companies are very good at identifying good managers (Although I’m pretty sure most research has indicated that managers with good people skills pretty generally enhances team performance). But they do recognize that managing people is a more valuable skill than technical ability. On the same note, it always amazes me the ridiculous amount money that consulting companies bring in for having so much less technical ability than the big tech companies. My guess is that much of it is based on strong communication and people skills that make clients comfortable with our technology, more so than it is based on superiority of our technology.

The point here is that people are convinced to spend money, not by technology, but rather by techniques designed to appeal to people. No matter how fancy the technological edifices we construct are, they’re still pretty generally all about people. (Facebook and Google run ad networks based on monetizing people’s preferences!)

I feel like I am missing a logical step here, but I think the implication is that if we want any individual person to succeed in attracting money in America, we need that person to understand people. At least in theory, if we want the whole community of Americans to succeed, we need the whole community of Americans to understand people. I think what Bret has pointed out, again and again, is just how radically different, and how constantly the same people are, and how much we need to directly study these samenesses and differences in order to actually understand people.

(I have further thoughts on how STEM will fail to do this – I think businesses in America are a great place to look for the inability of academic STEM to grasp the world with the totality that it typically desires, but this comment is way too long already)

Patricia Crone in Pre-Industrial Societies talked about education in elite culture being a way to keep the elite as a coherent elite, despite being thinly spread over a diversity of peasants. Then you can have mass education as part of a nationalist program, to make a ‘nation’ out of the masses. But if your core value is pluralism then it’s hard to tell everyone to read the same books, unless you can do that as part of inculcating the value of pluralism… Or things like democracy; I’ve headcanoned that Bujold’s Beta Colony has a strong education in “why democracy is good” (pointing to things like accountability and Condorcet’s Jury Theorem, not just moralizing) and “how democracies have failed”, along with education in marketing techniques (to inoculate people against them), cognitive biases, etc.

First of all, great post and great blog.

I think 21st century American politics cries out for better humanities education. We see a lot of disadvantaged (by technology, globalization, capitalist system etc.) people unaible to channel their political interests through existing structures and politicians and “thought leaders” unable to find a reasonable approach to meet those needs. 2020 elections and especially what followed is just a symptom, but the one that should have been taken seriously and yet everything is primitivized to bad Trump and treasonous rioters.

It doesn’t mean that the current academic structure is fit for the purpose. The non-humanities solution is to make some semi-random clear break and solve one problem by creating a hundred more. More humanities-informed approach (I am a stem person myself, mind) is to understand that institutions grow and the best way is to give them more resources and to set a clear purpose than to try to micromanage who to hire and how to teach classes.

Two more comments.

Have we absorbed the lessons of WWI? It seems that the world powers are just as capable to walk into a major war through militarism and bricksmanship as 100 years ago and just as unable to and conflicts by negotiation. If anything there is some ability to freeze conflicts (better than keep fighting!) like in the West Bank, Cyprus, Eastern Ukraine. Some smart humanitarians have to help here!

Soviet system didn’t collapse because of Hollywood and rock-n-roll. I never studied the details, but lived through it. Mainly, the majority was disappointed with low living standards as compared to Western consumerism and inability of the sklerotic system to move forward. Just like in Western Europe “socialism didn’t work”, but there was no mechanism to change it (relatively) gently.

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I’m reminded of times, online, when people — college educated people– have said things like, “College education is valuable because it teaches critical thinking.” Usually, just that statement, nothing else supporting it. Which makes the statement ironic, because by failing to provide any evidence for their claim that college improves faculties for critical thought, they are demonstrating the exact opposite of their claim: by making explanations without reason, without evidence, they are showing that they themselves have some significant deficits in critical reasoning.

We see assertions like that throughout this argument. That education in the humanities improves leadership ability over education in other domains or no formal education at all. Where is the evidence?

I don’t agree that humanities and science are inherently different domains, that they use different kinds of evidence, etc. Science has regularly had to use qualitative evidence, as for the identification of Saturn’s rings. As in history, science uses the best kind of evidence it can muster. Where that evidence is not as great as we’d like, which comes often from limitations due to timeframe, ethics, budget, we still do what we can, understanding that we’re not saying definitively– we’re *never* saying definitively. Philosophical descriptions of the “scientific method” have been criticized for ignoring absolutely tons of science. Anthropology is an example that does not typically involve any experiments. I find it humorous that in these comments, sociology is provided as an example of the humanities, when some professors, of science *or* humanities, might take offense at that; nevertheless, I think there’s more than a grain of truth to it. There is no hard border between the sciences and the humanities.

And while our art is definitely inspired by domains studied by the humanities, that is a very different thing than claiming that art is dependent on the humanities. Absent written history, absent literacy itself, people still made art. You’ve demonstrated very well that 300 has nearly no historical basis– yet, it was still made, and it’s still good, in the sense that it’s fun, that it’s enjoyable, and that it’s inspiring, at least, to some people.

There is another defense of the humanities: they are *fun*! Do we study to live, or do we live to study? This may not be convincing to some of the rich people providing funding, but it *should* be. Knowledge, inquiry, is not just an instrument to other values. For many of us, it is a primary value, a good in and of itself. Should it come before lives? Probably not, not in my opinion (but I don’t believe that’s an objectively answerable question), but I think you’d agree with that anyways, that if we are ever making an explicit choice between people surviving and people studying history, that we should probably pick the surviving thing, regardless of the practical benefits of the study of the humanities. Yet, not all choices are between those two, at least, not explicitly.

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Thanks for this post! Certainly changed my perspective on the humanities, especially as a mathematician who often hasn’t been able to appreciate the humanities in the past.

I can’t help but think that merely funding the humanities is not enough. What most people want out of college is a better job (e.g. https://news.gallup.com/reports/226457/why-higher-ed.aspx ). And humanities are famous for not really giving good job prospects (law degrees being the exception). For the benefits you’re arguing for to come to fruition, people actually have to choose humanities. What practical jobs could the humanities train people for?

I can’t help but think the answer is already contained in this blog: content creator. Why couldn’t humanities majors train people to be YouTubers, and bloggers, and podcasters, and influencers? Heck, the humanities already trains people to be authors and essayists. But pamphlets and books are no longer the dominant medium of communication. So perhaps the humanities also need to adapt.

History majors actually already do fine in the broader economy – the idea that humanities degrees don’t have good job prospects is a myth. See: https://www.historians.org/teaching-and-learning/why-study-history/careers-for-history-majors/what-can-you-do-with-that-history-degree and https://www.historians.org/research-and-publications/perspectives-on-history/april-2017/history-is-not-a-useless-major-fighting-myths-with-data

With respect, my graduating class (2009) fared very poorly and humanities majors took the brunt of the unemployment and underemployment, with engineers and economics majors weathering the storm. Those who doubled down and went on to pursue a PhD in a humanities discipline, reasoning that the job market would improve by the time they graduated, instead faced a collapsing academic job market by the time they completed their doctorates. Those who braved years of underemployment to carve out some sort of niche generally did better than those who had chosen the PhD route.

I studied history and found it immensely fulfilling. My fiancée studied philosophy. We are now both software engineers, her by way of a masters degree and myself by way of self study. It is undoubtedly true that our humanities backgrounds aid our careers in small ways, yet this is insufficient to justify them, because our careers would not be possible with a humanities degree alone. An undergraduate degree is an immense investment and it is reasonable to expect a return on that investment. Given the staggering costs of higher education, assessing a field of study on the basis of whether its graduates are able to achieve any gainful employment at all is wholly inadequate.

Several of my friends who have backgrounds in the humanities, including graduate degrees, subsequently transitioned to software engineering and found the first stable, well paid work with good benefits in their careers through doing so. The foreign language and research skills they acquired through their academic training have little bearing on their present employment.

I continue to read academic history today; I even audited Timothy Snyder’s survey course on the history of Ukraine last fall, doing all of the reading (several books!) and watching all of the lectures. I also continue to pursue several of my other undergraduate interests, such as rock climbing and hiking. I find all of these activities enriching and worthwhile. None of these things pay the bills, however. Knowledge of Python, Rust, and Linux do so.

I support funding the humanities as a matter of policy, because I think exposure to the humanities (history in particular) is critical to fostering the sort of informed critical thinking that is imperative in a democracy and because the production of valuable scholarship requires academic infrastructure and support. That said, if someone asked me whether they should major in a humanities discipline as an undergraduate, I would simply say: don’t do it. It pains me to say this, but I think it needs to be said.

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College of Liberal Arts & Sciences

Humanities at Illinois

Why studying the humanities matters, why study the humanities, the world needs humanists.

In a world that’s increasingly automated, people who can use words effectively are vital to building relationships and perceiving new possibilities. Countless leaders agree—for example, Steve Jobs has mentioned that "it's in Apple's DNA that technology married with liberal arts married with the humanities yields the result that makes our heart sing."

When you graduate with a humanities degree , you'll have a skill set that employers are actively looking for—humanities students gain expertise in creative thinking, communication, problem solving, relationship building, and more. No matter what you want to do, choosing a humanities major from the University of Illinois will prepare you for a bright future.

Hear from English and Latina/Latino studies alumna Issy why humanities education is important for all students, read on to learn more, and then apply to a humanities major at the University of Illinois.

What are the humanities?

What is the study of humanities ? Humanities involve exploring human life's individual, cultural, societal, and experiential aspects. Studying humanities helps us understand ourselves, others, and the world. If you're interested in humanities, you'll find a variety of subjects to choose from.

The objects of the humanities are the values we embrace, the stories we tell to celebrate those values, and the languages we use to tell those stories. The humanities cover the whole spectrum of human cultures across the entire span of human history.

The College of LAS offers dozens of humanities majors , so as a student at UIUC you're sure to find a path that's right for you. Many of your classes will be small enough to allow intense, in-depth discussion of important topics, guided by teachers who are leading experts in their fields. You will learn from people who know you and take a personal interest in your success. This experiential, interactive learning is deeply satisfying, a source of enjoyment that is one good reason to major in the humanities.

What you learn also will be useful in any career you pursue. Specialized training for a specific profession has a very short shelf life, but the knowledge and skills that come with studying the humanities never go out of date.

To study the humanities is to cultivate the essential qualities you will need in order to achieve your personal and professional goals as you help to create a better society for all human beings.

Why are the humanities important?

Studying the humanities allows you to understand yourself and others better, offering better contexts to analyze the human experience.

So, why is humanities important, and why is it critical to study them? Human values are influenced by   religion, socioeconomic background, culture, and even geographical location. The humanities help us understand the core aspects of human life in context to the world around us.

The study of humanities also helps us better prepare for a better future. They teach you skills in the areas of critical thinking, creativity, reasoning, and compassion. Whatever your focus, you'll learn the stories that shape our world, helping you see what connects all of us!

W hat is humanities in college ? What will your courses look like? Just a few popular humanities majors include English, philosophy, gender studies, and history. And while these studies might center around different topics, settings, and even periods in human history, they all share a  common goal of examining how we are connected.

Humanities studies may seem less concrete than STEM studies, and some might consider them a luxury we can't afford in a culture that values capital over society. This raises some common questions: Why is humanities important right now? Is it even relevant to our lives today? The answer to those questions lie in how the humanities help us in  understanding human culture , emotions, and history—which is vital now more than ever!

As technology advances—such as with artificial intelligence and machine learning becoming more common—it might seem like human beings are becoming less central to the world's workings. That may lead to asking, "why is humanities important if humans are required less in day-to-day operations?" The reality, though, is that rapid changes and development in our world only make the constant aspects of human nature more crucial to explore and celebrate. A deep understanding of humanity gained by studying the humanities helps us not only navigate but also thrive through these changes. The humanities are vital to preserving the core of what makes us human.

So, why study humanities? 

What is the study of humanities going to do for my career? Why is humanities important for my work ?

These are two questions commonly asked when students consider an academic journey in the humanities. The journey from classroom to career may not seem as direct for humanities students as those following more defined career paths. However, it’s that nebulous nature that make them such excellent choices. The skills you learn from your studies, like creative thinking, emotional intelligence, and communication, are essential to any career and industry.

And if you are asked, "What is humanities studies ' advantage compared to more 'concrete' subjects like math or science?," you can simply answer that the humanities make you stand out. Employers highly value the nuanced skills gained from humanities studies . In today's rapidly evolving job market, the ability to think critically, communicate effectively, and understand complex social and cultural contexts can set candidates apart.

Ready to take the next step? 

Why are humanities important? Because they'll make you ready for any future you can imagine. Earn a degree in the humanities from the University of Illinois— Apply to a humanities major today!

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• Humanities LibreTexts - Humanities
• Salt Lake Community College - Pressbooks - Introduction: Why Study the Humanities?

humanities , those branches of knowledge that concern themselves with human beings and their culture or with analytic and critical methods of inquiry derived from an appreciation of human values and of the unique ability of the human spirit to express itself. As a group of educational disciplines , the humanities are distinguished in content and method from the physical and biological sciences and, somewhat less decisively, from the social sciences. The humanities include the study of all languages and literatures , the arts , history , and philosophy . The humanities are sometimes organized as a school or administrative division in many colleges and universities in the United States .

The modern conception of the humanities has its origin in the Classical Greek paideia , a course of general education dating from the Sophists in the mid-5th century bce , which prepared young men for active citizenship in the polis, or city-state; and in Cicero ’s humanitas (literally, “human nature”), a program of training proper for orators, first set forth in De oratore ( Of the Orator ) in 55 bce . In the early Middle Ages the Church Fathers, including St. Augustine , himself a rhetorician, adapted paideia and humanitas —or the bonae (“good”), or liberales (“liberal”), arts, as they were also called—to a program of basic Christian education; mathematics , linguistic and philological studies, and some history, philosophy, and science were included.

The word humanitas, although not the substance of its component disciplines, dropped out of common use in the later Middle Ages but underwent a flowering and a transformation in the Renaissance . The term studia humanitatis (“studies of humanity”) was used by 15th-century Italian humanists to denote secular literary and scholarly activities (in grammar , rhetoric , poetry , history, moral philosophy , and ancient Greek and Latin studies) that the humanists thought to be essentially humane and Classical studies rather than divine ones. In the 18th century, Denis Diderot and the French Encyclopédistes censured studia humanitatis for what they claimed had by then become its dry, exclusive concentration on Latin and Greek texts and language. By the 19th century, when the purview of the humanities expanded, the humanities had begun to take their identity not so much from their separation from the realm of the divine as from their exclusion of the material and methods of the maturing physical sciences, which tended to examine the world and its phenomena objectively, without reference to human meaning and purpose.

Contemporary conceptions of the humanities resemble earlier conceptions in that they propose a complete educational program based on the propagation of a self-sufficient system of human values. But they differ in that they also propose to distinguish the humanities from the social sciences as well as from the physical sciences, and in that they dispute among themselves as to whether an emphasis on the subject matter or on the methods of the humanities is most effectual in accomplishing this distinction. In the late 19th century the German philosopher Wilhelm Dilthey called the humanities “the spiritual sciences” and “the human sciences” and described them, simply, as those areas of knowledge that lay outside of, and beyond, the subject matter of the physical sciences. On the other hand, Heinrich Rickert , an early 20th-century Neo-Kantian, argued that it is not subject matter but method of investigation that best characterizes the humanities; Rickert contended that whereas the physical sciences aim to move from particular instances to general laws, the human sciences are “idiographic”—they are devoted to the unique value of the particular within its cultural and human contexts and do not seek general laws. In the late 20th and early 21st centuries the American philosopher Martha Nussbaum emphasized the crucial importance of education in the humanities for maintaining a healthy democracy , for fostering a deeper understanding of human concerns and values, and for enabling students to rise above parochial perspectives and “the bondage of habit and custom” to become genuine citizens of the world.

Value of the Humanities

The Humanities: Quo Vadis? Presented here are studies and arguments in favor of the humanities, as well as works highlighting their contributions to society and their deep meaning for us.

Frederick Luis Aldama, Why the Humanities Matter: A Commonsense Approach (2008) Aldama considers whether or not postmodernism is indeed the death of the humanities or a rebirth of their relevance for the 21st century. Recalling the core pursuits of the humanities as beauty, truth and goodness, Aldama presents how the humanities are still our best approach to explore these values in the modern era.

Humanities in a Holistic Education

The Heart of the Matter (Report) In 2011 the Commission on the Humanities and Social Sciences was established to investigate a question posed by Congress: how can America maintain excellence in humanities and social sciences teaching and research? The Heart of the Matter is the Commission’s report looking at the significance of scholarship in the humanities and social sciences.

Humanities Graduates and the British Economy: The Hidden Impact (Report) The findings of this study of 11,000 Oxford humanities graduates suggest that humanities students are not pigeonholed to the humanities forever thereafter. Significant proportions entered other careers, including finance, law and management positions, beyond the expected media, education and artistic career paths. Humanities students who entered these other fields were recruited for their ability to analyze problems, write persuasively and succinctly and consider the morality and ethics of practices.

The Role of the Humanities (Interview) Northrop Frye, esteemed literary critic and scholar, identifies the emergence of the humanities, distinct from science and from theology, in the age of the Renaissance, when what made us human was given a category of its own study. The ability to articulate what makes us human, he argues, is at the foundation of the civilizations we build. By direct effect, the humanities allow us to build and maintain our societies, and suppression thereof would begin a societal regression.

The Value and Importance of the Arts and the Humanities in Education and Life (Interview) Dr. Mitchell B. Reiss, President and CEO of the Colonial Williamsburg Foundation, recounts the importance of the humanities in education when as the head of Washington College he recalled how studying these topics developed “analytical thinking, clarity in written and spoken expression, collaboration, and creativity.” He believes students should be exposed to interdisciplinary studies no matter their focus, just as Einstein grew up studying piano and music, which later helped him think through his scientific career.

What Is The Value Of An Education In The Humanities? (Commentary)

Astrophysics professor Adam Frank argues that a combination of humanities-based and STEM education is what’s necessary for students interested in just one field or another. Big-data is changing the way that history research is being done, just as much as technology is developed to meet human needs, he observes.

Impact of Humanities Research and Scholarship

ACLS Fellows: Focus on Research Fellows of the American Council of Learned Societies write about their research, including how knowledge is created and how it benefits our understanding of the world.

Assessing the Impact of Arts and Humanities Research at the University of Cambridge (Report) This RAND Corporation report studied Cambridge researchers and external users of humanities research. The authors developed an analytical framework (“Payback Framework”), and found that humanities research contributed to public knowledge creation, professional legal practice, and understanding and reporting of current events (to name just a few impacts).

Humanities Research is Groundbreaking, Life-Changing...and Ignored (Essay) Gretchen Busl argues that the value of the humanities extends beyond teaching students to think critically. Humanities scholarship, especially what Busl terms “public humanities scholarship” has wide impact in technology, business, and culture.

Q&A with NEH Public Scholars NEH Public Scholars answer questions about their books, including a description of the book why the project will have broad appeal.

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The Value of the Humanities

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This book is a critical study of the justifications for the humanities that have been most influential in the nineteenth and twentieth centuries and still exert persuasive power now. The main claims considered are: —that the humanities study the meaning-making practices of the culture, focusing on interpretation and evaluation, with an indispensable element of subjectivity; (relatedly) that there are grounds for discrimination here from the sciences and social sciences on the basis of the kind of work done, the culture of knowledge, and the character of the disciplines; —that the humanities are (laudably) at odds with, or at a remove from, instrumental use value; this has been a common line of resistance to political economists from Adam Smith onwards, and still tends to underwrite more recent descriptions of the humanities that demonstrate their contribution to the economy and to the social good; — that they contribute to the happiness of individuals and/or the general happiness of society; —that they are a force for democracy; —that they are good in themselves, or have value ‘for their own sake’. The Value of the Humanities has a dual purpose: it is a critical taxonomy, detailing the most commonly articulated arguments for the higher study of the humanities with the aim of clarifying their historical sources and lines of reasoning; it also seeks to test their validity for the present day, assessing their strengths and weaknesses and the part they can play in debate about the nature of public goods.

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Here are 9 reasons why humanities matter. What’s your number 10?

I didn’t know these things either until I saw the list of winners of the 2013 Digital Humanities Awards and had a good look at an infographic called The Humanities Matter!

There’s research on the impact of the humanities; there’s evidence demonstrating how studying the humanities benefits society, employers and individuals.

I’ll list here nine arguments that the humanities are important. While you read them, try to think of what you would fill in as number 10.

• The humanities help us understand others through their languages, histories and cultures.
• They foster social justice and equality.
• And they reveal how people have tried to make moral, spiritual and intellectual sense of the world.
• The humanities teach empathy.
• They teach us to deal critically and logically with subjective, complex, imperfect information.
• And they teach us to weigh evidence skeptically and consider more than one side of every question.
• Humanities students build skills in writing and critical reading.
• The humanities encourage us to think creatively. They teach us to reason about being human and to ask questions about our world.
• The humanities develop informed and critical citizens. Without the humanities, democracy could not flourish.

I believe these claims and I know they are based on solid research. I see much more, too. For example, I think that innovations based on research results in the natural sciences and medicine are more likely to be successful if their implementation is carried out in collaboration with humanists.

But for now, let me just say one more thing. The arguments in the list above are quotes. They come from an exciting infographic put together by some creative researchers working in a whole new field called Digital Humanities.

And that leads me to my 10th reason: If it weren’t for the humanities, we couldn’t have the digital humanities!

What’s your best reason for thinking the humanities are important? If you have one you like, send me a tweet or put it in a comment below, and if I get enough, I’ll include it in a new blog post!

While you’re thinking about that, enjoy a much cooler presentation of the nine reasons the humanities matter — along with many more important numbers, too.

The infographic you see below was made by  Melissa Terras ,  Ernesto Priego ,  Alan Liu ,  Geoff Rockwell ,  Stéfan Sinclair , Christine Hensler, and  Lindsay Thomas  over at 4humanities.org . Enjoy!

One of the problems with tracing arguments such as these is the lack of precision. We start off discussing the humanities, and then we segue into AHSS. Of course the majority of politicians in Westminister have studied AHSS, since PPE is almost a prerequisite to a political career.

Of arguments 1, 2, 4, and 9 above, there are enough counterexamples that I begin to wonder if we do ourselves favours by having examples that aren’t solid. If the above arguments were presented as ‘evidence’ in the social sciences, I can imagine the collective disciplinary eyebrow heading skyward in scepticism and questioning the lack of methodological rigour.

Helen Small’s recent book “The Value of the Humanities” goes through these and other justifications for the humanities, tracing their genealogies, and without finally plumping for one. My sense is that you and she have a similar, cumulative sense of argument, that there is no, one, stand-out, knock-down argument for the humanities, but rather that it’s an ecology of such arguments. The above infographic is, of course, a bit of fun, but it’s a an appeal-to-Buzzfeed defence of the humanities, and we can do better.

It is a bit popularistic, I agree. I think the “new” arguments that deserve careful development include inter-disciplinary perspectives. Why does technological innovation, for example, need to be carried out with the input not only of physicists and chemists, but also French teachers and art historians? What do we mean by “digital humanities” and how is that going to lead to new knowledge and maybe even new applications affecting daily lives? There are many strategies to take. And while I sometimes find political anti-humanities arguments exhausting, I actually think it’s important for everyone to be able to say something sensible about what they’re up to. So … I’ll keep working on this 🙂

Thank you for the idea of making the list.

In addition to that, I think the significance of research in SSH (I do not differentiate them) can be also be justified by the following argument:

The human factor plays a crucial role in solving the grand challenges of mankind (ageing, energy supply, environmental issues, climate change, etc.). That’s why research on human values and behaviour is vital.

The biggest problem in the world is lack of mutual understanding among people, social groups, religions, nations. SSH researchers are specialists in that.

All modern professions are based on interaction between people. Trade, services, manufacturing, administration, education, and personal life benefit from the ability to conduct proper communication. Even small progress in that may lead to big results.

Arto Mustajoki Dean of the Faculty of Arts Helsinki University

The humanities as disciplines of study have their own intrinsic value. Apple, is perhaps, one of the best market/commercial examples of how the humanities permeate all aspects of human life. Apple’s ability to evolve and dominate the markets is largely because of its understanding of the human aspect of engaging with technologies, being able to predict and teach the consumer what s/he wants from his/her experience with their device. There’d be a lot fewer conflicts in the world if we all were in better touch with our humanity! Great posting!

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Division of Humanities

Why the humanities matter.

The study of reason and imagination, which takes place in the humanities, involves grappling — through reading, discussion and frequent writing — with important texts and ideas throughout history and across cultures. The study of other languages enables close encounters with surprising new ways of thinking about and comprehending the world. Such inquiries deepen our understanding of the past, enlarge our perceptions of the present and suggest a range of sustainable paths through the unknown future.

The habits of thought cultivated by our rich programs promote openness, flexibility, observational skills, alertness to moral complexity and the sharpening of our precious human faculties of reason and imagination, so necessary in our ever-more complex world.

The humanities are especially vital in an interconnected, restless world. They foster a genuine and deep understanding of individual and social justice, an authentic appreciation and admiration for difference, and a thrilling and life-enhancing recognition of beauty in its many forms. The study of the humanities inevitably deepens and fundamentally alters our often-narrow concepts of globalism. As the humanities range over cultures and genres, from ancient texts through modern films and popular cultures, they expand the boundaries of our minds. Students have numerous opportunities to hone their powers of reasoning, imagination and discernment.

Humanistic inquiry allows each of us to enter into the ongoing conversation of humankind about things that matter. These conversations and the works of literature and philosophy constitute the essence of what it means to be a human being.

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The Importance of Studying the Humanities Essay

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

The Impact on the Audience

Personal importance, benefits of studying the humanities, the importance of the humanities to the society.

The Adoration of the Magi was created by an Italian artist Sandro Botticelli, who worked on his masterpiece from 1475 to 1476 (“The Adoration of the Magi by Botticelli,” n.d.). The painting is currently displayed in the Uffizi Gallery in Florence, Italy, and is considered as one of the best attempts to depict the Medici family members in the roles of the Magi kneeling in front of the Virgin. The Lamentation , which was created by Giotto di Bondone from 1304 to 1306, portrays the Renaissance style of art in the Byzantine-dominated Europe (“Lamentation (The Mourning of Christ),” n.d.). The Lamentation can be observed in the Scrovegni Chapel in Padua, Italy, where it is a part of the interior along with other works by Giotto, which are regarded as some of the unique and most renowned frescoes in Renaissance-period Italy.

The theme uniting both selected artworks is “Understanding the Life and Death through Humanities” since the two artifacts demonstrate certain stages of human life development, namely, birth and death, and the feeling connected with these events. The thesis argues that the two selected pieces can be useful in presenting the concepts of life and death to the audience. The theme is perfectly suitable in the domain of the humanities since these disciplines study various aspects of human society.

My ideal audience is composed of individuals who do not appreciate art (including me) and have difficulty understanding it since they frequently look at artworks thoughtlessly and neglect the opportunity to pay attention to detail. The present style and pace of living, which are too fast and often detached from emotions, deprive people of an opportunity to emerge themselves in analysis or even self-analysis, which can be amply promoted by observing art. Therefore, I selected this audience because I am convinced that when one is given an opportunity and a stimulus to have a deeper perception of artifacts. For example, by observing the images of life and death, one can change their views, thoughts, and maybe even actions for the better.

The evidence is relevant to my audience and me since everyone has witnessed both happy and sad events during their lives. I am always exhilarated to meet my friends’ and relatives’ newborn babies. At the same time, I have sometimes followed a sad duty of saying the final farewells to close people. The religious aspect of the artifacts is also related to my life. Although I am not an ardent believer, I do humbly realize the impermanence of people’s lives and understand that sooner or later, the day will come for every human to leave the earthly body. I think that my audience most likely feels the same way. Research indicates that spirituality promotes the well-being of those working in healthcare environments (Askeland et al., 2019; Kuchinka, 2021). I believe that none of the two artworks is meant to make the viewers pessimistic, sad, or frightened. Instead, they teach people to value every moment and live life to the fullest while they can.

The selected theme is very important to me because lately, humanity has been experiencing too many catastrophes leading to numerous deaths. The pandemic, wars, environmental crises, incurable diseases – all of these undermine one’s confidence in seeing the next day. The panic was so overwhelming that at some point, I realized I was becoming too pessimistic and stopped noticing positive things. My close friend died of COVID-19, and I was not even able to say a proper farewell to her. However, at the same time, my auntie recovered from cancer, and finally, this year, our family was able to gather for Christmas in my grandma’s home.

These seemingly simple but such meaningful things made me reconsider my overall mood. I decided to celebrate life every day and to share positive vibes with close people. That is why the two artifacts are so dear to me: they teach us that although death is inevitable, so is life. We should appreciate all the good things we have and try not to become too depressed when something bad happens.

Studying the humanities promotes both personal and professional development. As for me, I became more appreciative, patient, and attentive to detail. I have also noticed positive shifts in communication at the workplace: I am more understanding and ready to compromise. I have even lost the fear of asking questions or requesting some work process improvements if I do not feel okay about a situation.

If I had been asked this question a few months ago, I would not have known how to respond. However, now I totally understand and appreciate the role of the humanities in our lives. Studying these disciplines unites people from different cultures and backgrounds. Understanding the humanities teaches everyone to value art, especially the pieces that are ancient and have become the world’s heritage. Overall, the humanities make society better and give hope for unification of people irrespective of their diverse religious, political, or ethnic identities.

The Adoration of the Magi by Botticelli: An artwork full of innovation . (n.d.). Virtual Uffizi Gallery. Web.

Askeland, H., Espedal, G., & Sirris, S. (2019). Values as Vessels of Religion? The Role of values in everyday work at faith-based organizations. Diaconia: Journal for the Study of Christian Social Practice, 10 (1), 27-49. Web.

Kuchinka, D. G. J. (2021). Spirituality and its impact on stress and subjective well-being among healthcare professionals. European Journal of Management, 21 (1), 66-76. Web.

Lamentation (The Mourning of Christ) . (n.d.). The History of Art. Web.

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IvyPanda. (2023, January 3). The Importance of Studying the Humanities. https://ivypanda.com/essays/the-importance-of-studying-the-humanities/

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Bibliography

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Why Are The Humanities Important? (10 Reasons)

The humanities are the beacon in our quest for meaning, a bridge that connects us to our past, shapes our present, and outlines our future. They nurture our ability to empathize, create, challenge, and, most importantly, be human. Like the ocean, the humanities are broad, deep, and full of mysteries waiting to be discovered.

The humanities are the compass by which we navigate the present and chart the course for the future. They are the foundation that helps us understand the human experience, fostering our ability to think critically, question creatively, and connect deeply.

Humanities illuminate our world beyond data, revealing the emotions, motivations, and narratives that shape our societies. They guide us in the ethical application of technology, reminding us of our responsibilities as human beings.

Table of Contents

History and Evolution of Humanities

The history and evolution of the humanities is not just an academic topic but a lens through which we can better understand our world, our culture, and ultimately ourselves. As we navigate through this intricate tapestry of human intellectual endeavor, we hope to illuminate why the humanities are so vital to our collective human experience.

The Emergence of Humanities

Our journey begins in ancient Greece, the birthplace of Western civilization. Here, the concept of the humanities was first conceived, although it wasn’t referred to by that name.

Instead, it was termed ‘ paideia’, a comprehensive education aimed at cultivating the intellect and character of a citizen. This was a form of education that was not merely aimed at teaching skills or imparting information but at developing a well-rounded individual capable of participating fully in society.

The Greeks believed in the power of reason and intellectual debate. They studied subjects like philosophy, rhetoric, history, and literature, seeking to understand the world around them and their place within it. This early form of humanities was intimately tied to the development of democracy and the concept of the ‘polis’, or city-state.

The Humanities in the Middle Ages and Renaissance

Fast forward to the Middle Ages, and the humanities took on a different form. The idea of holistic education was still there, but it was often wrapped up in religious teachings.

The focus was on theology, the study of God and His relation to the world, but other subjects like philosophy, literature, and the arts were not forgotten. Instead, they were seen as tools to better understand and express religious concepts.

Then came the Renaissance, a period of great cultural change and intellectual growth. It was during this time that the term ‘ humanities ‘ first came into use. The humanities were seen as subjects that explored human culture and experience in contrast to divine matters.

This period saw a renewed interest in the classical works of Greece and Rome, with scholars returning to original texts and questioning traditional interpretations.

Humanities in the Modern Era

In the modern era, the humanities expanded even further. They began to include new fields like anthropology, sociology, and psychology, which sought to understand human behavior and social structures. The humanities also started to be seen as a critical component of democratic societies, fostering empathy, critical thinking and informed citizenship.

In the 20th century, the humanities came under attack from some quarters as being ‘ impractical ‘ or ‘ irrelevant ‘ in an increasingly technological world. But we have always maintained that understanding the human experience is more important than ever in an age of rapid change and uncertainty. We need the humanities to help us navigate the challenges of the present and imagine the possibilities of the future.

Interrelation with Science and Technology

In our rapidly advancing world, science and technology have become omnipresent forces shaping our societies. However, they do not exist in a vacuum.

The cultural, ethical, and philosophical insights drawn from the humanities are essential for understanding the broader implications and effects of these technological advances. It is the humanities that give science and technology a human face, infusing them with meaning and context.

Humanities and STEM Education

In recent years, there has been a growing emphasis on integrating STEM (Science, Technology, Engineering, and Mathematics) and humanities education. We believe that blending these two areas of study offers several benefits:

• Critical thinking: both the humanities and STEM fields foster critical thinking skills. Combining these subjects helps students develop a well-rounded perspective for problem-solving.
• Communication skills: the humanities often emphasize effective communication, which can be useful for STEM professionals when conveying complex ideas to non-experts.
• Ethics: the incorporation of humanities into STEM education raises ethical questions and fosters responsible actions while using and developing new technologies.

The Technological Impact on the Humanities

On the other side of the coin, technology has radically altered the way we study and engage with the humanities. Here are three key areas where technology has made significant contributions:

• Digital humanities: the use of digital tools and methodologies has transformed the ways in which we research, interpret, and preserve historical and cultural artifacts. With digital humanities, we can analyze vast amounts of data with increased efficiency, enabling us to glean new insights and foster interdisciplinary collaboration.
• Assistance in preservation and conservation: technological advancements have provided us with innovative tools for preserving and conserving cultural and historical materials, ensuring their longevity for future generations.
• Promoting accessibility: through digital platforms and virtual experiences, we can now bring the humanities to wider audiences, fostering a deeper understanding and appreciation for culture and history.

Benefits of Studying Humanities

Studying humanities not only enriches our individual lives but also shapes societies, aids in our decision-making, and influences our collective future. From fostering critical thinking and empathy to developing cultural awareness and effective communication skills, the advantages are multifaceted and deeply impactful.

Critical Thinking and Problem-Solving

When you immerse yourself in the study of humanities, you’re not just reading old texts or analyzing artworks. You’re flexing your critical thinking muscles. Each piece of literature, each historical event, and every philosophical argument present puzzles waiting to be solved. You learn to analyze, dissect, and interpret complex ideas. These skills translate directly into problem-solving abilities.

As you grapple with the various interpretations of a Shakespearean sonnet or untangle the implications of a historical event, you are, in fact, honing your ability to think critically. This means you’re becoming better equipped to analyze situations in your personal and professional life, too.

Communication and Writing Skills

As you delve into literature, history, and other subjects, you’ll be required to read, analyze, and interpret texts, as well as articulate your thoughts and opinions through written and verbal means.

The practice of formulating well-structured, coherent arguments in essays or discussions is essential for effective communication. By honing your ability to express yourself clearly and convincingly, you’ll improve not only your academic performance but also your interpersonal relationships and career prospects. Strong communication and writing skills are crucial in virtually every profession, enabling you to work collaboratively, share ideas, and persuade others.

Understanding and Empathy

The study of humanities fosters a deeper understanding of and empathy for the diverse experiences and perspectives of people throughout history and across cultures. Through the exploration of art, literature, and historical events, you’ll gain insights into the human condition and the ways in which individuals and societies have confronted challenges, triumphed over adversity, and evolved over time.

This increased understanding and empathy can help you develop a greater appreciation for different cultures and viewpoints, which is essential in our increasingly globalized world. By cultivating a compassionate outlook, you’ll be better equipped to interact respectfully and effectively with people from various backgrounds in both your personal and professional life.

Cultural and Historical Awareness

Cultural and historical awareness is not just about knowing dates or appreciating artworks. It’s about recognizing that our present moment is a product of a rich and complex past and that our collective and individual identities are shaped by the cultural influences we engage with. Through this understanding, we learn to view the world from multiple perspectives, enriching our empathy and critical thinking.

Understanding Different Perspectives

We all come from different backgrounds and hold unique worldviews. The humanities help us understand these diverse perspectives and empathize with them. Through literature, philosophy, history, and the arts, we’re exposed to the beliefs, values, and experiences of people from different cultures, times, and places.

When we study a novel set in a foreign country, we gain insights into the culture and social norms of that place. When we learn about the history of an ancient civilization, we begin to appreciate the experiences and challenges of people who lived centuries before us. This broadens our understanding and allows us to see the world from different angles, leading to greater empathy and compassion.

This understanding is not just about broadening our personal worldviews. It’s also instrumental in fostering better relationships and communication in our multicultural societies. When we are able to appreciate the diverse perspectives around us, we can more effectively engage in dialogue and conflict resolution, leading to healthier, more inclusive communities.

Preserving Cultural Heritage

Our cultures and histories are rich tapestries woven from countless individual threads. Through humanities, we keep these threads from fraying, ensuring that our shared heritage is not lost to time.

Cultural heritage is more than just historical facts and artifacts. It encompasses our traditions, customs, languages, arts, and more. The humanities allow us to explore, document, and preserve these aspects of our cultural identities. This is crucial for ensuring that future generations can understand and appreciate their cultural roots.

For instance, historians meticulously document events and narratives, while anthropologists study cultural practices and societal structures. Literature captures the zeitgeist of different eras and communities, and the arts express our shared human experiences in tangible forms. All of these contribute to preserving our cultural heritage.

Career Opportunities and Professional Growth

Humanities can propel your professional growth, enriching not only your career but your personal life as well. They equip us with a rich set of skills—critical thinking, communication, cultural understanding, and more—that are highly sought after in today’s complex, globalized world.

Job Prospects

As we explore the humanities, it becomes evident that they offer a wide range of career opportunities. Humanities majors often find jobs in various fields, such as education, journalism, communication, marketing, public relations, law, and social work. Their ability to think critically, analyze situations, and develop creative solutions makes them valuable assets in diverse professions.

• Education: teaching, curriculum development, research
• Journalism and communication: writing, reporting, social media management
• Marketing and public relations: advertising, public relations, event planning
• Law: legal research, paralegal, attorney
• Social work: counseling, policy development, administration

Value for Employers

Employers recognize the importance of hiring humanities graduates for their versatility, adaptability, and unique skill sets. They bring valuable capabilities to the table, such as:

Humanities in Business and Management

Humanities majors also find success in business and management roles. Their education equips them with the ability to understand the human aspect of businesses, which is essential for effective leadership and decision-making. Let’s examine some areas where their skills come into play:

• Leadership : humanities graduates often possess strong leadership skills, understanding the importance of empathy, communication, and motivation in leading teams.
• Ethics and corporate social responsibility : their background in studying philosophical, social, and historical issues helps them navigate complex ethical questions and implement responsible business practices.
• Creativity and innovation : humanities majors are well-versed in critical and creative thinking, which enables them to drive innovation and improve business strategies.

Diverse Fields within Humanities

The humanities encompass a multitude of disciplines, each uniquely contributing to our understanding of the world and our place within it. From literature to history, philosophy to art, every field presents a unique lens through which we can perceive and understand the world, contributing to a mosaic that forms a complete human experience.

Literature and Languages

The study of literature and languages is a vital part of the humanities. It’s through this lens that we gain insight into the minds, thoughts, and emotions of people from diverse epochs and cultures. Literature provides us with a window into the human experience, revealing the complexities of our emotions, motivations, and struggles.

Be it Shakespeare’s nuanced plays, Orwell’s dystopian narratives, or Murakami’s introspective prose, literature has the power to transport us across time and space, helping us connect with our shared humanity.

Languages, on the other hand, are the medium through which we express these experiences. The study of languages not only allows us to communicate with people from different cultures but also enables us to understand the nuances of their thoughts and perspectives.

By learning a new language, we gain a deeper understanding of the culture, history, and values of its speakers, further broadening our perspective and enriching our worldview.

Philosophy and Religion

Philosophy encourages us to ask fundamental questions about existence, morality, and knowledge, challenging us to critically analyze our beliefs and assumptions. From the existential ponderings of Nietzsche to the ethical debates of Kant, philosophy stimulates intellectual growth and fosters a spirit of inquiry.

Religion, closely intertwined with philosophy, offers insights into the spiritual and moral frameworks that guide societies. It provides a context to understand not just individual beliefs but also societal norms, rituals, and cultural traditions. By studying different religions, we can appreciate the diversity of belief systems and their role in shaping human behavior and societal structures.

Arts, Music, and Visual Arts

Among the most vibrant fields within the humanities are the arts, music, and visual arts. Through these creative endeavors, we engage with various forms of human expression, fostering a deeper understanding of history and culture.

In the arts, we explore the emotional impact of theater, dance, and film, while music offers insight into the interaction of rhythm, melody, and harmony. Visual arts, such as painting, sculpture, and photography, offer powerful depictions of human experiences, often transcending the barriers of language.

Similarly, music resonates with our emotions and has the unique ability to unite people across different cultures. The study of these fields enriches our aesthetic sensibilities and enhances our emotional intelligence, promoting empathy and understanding.

Media and Entertainment

The media and entertainment sector is a multifaceted and influential domain of the humanities. Through the exploration of various media forms, such as print, digital, radio, and television, we gain insight into the ways societies communicate and share their stories.

Additionally, entertainment offers a lens through which we can learn about and critique our social and political landscapes. By examining cartoons, movies, and television shows, we can better understand global narratives and the impact of popular culture within diverse societies.

Humanities’ Impact on Society, Politics, and Democracy

Understanding the humanities—comprising disciplines such as philosophy, literature, history, art, music, and cultural studies—is not simply an academic exercise. It acts as a mirror reflecting societal changes, a tool shaping political ideologies, and a catalyst promoting democratic values.

Values, Ethics, and Justice

Our journey begins with values, ethics, and justice, three fundamental pillars that the humanities help to shape and refine. We delve into the complexities of human nature, the nuances of ethical dilemmas, and the quest for justice in our societies.

Through philosophy, we wrestle with age-old questions of morality and ethics, pondering the nature of right and wrong. Meanwhile, literature and the arts expose us to a range of human experiences, emotions, and perspectives, challenging us to empathize and question our preconceived notions.

As we unpack and reinterpret historical events, we analyze the implications of different ethical choices and their ripple effects on society. This process, in turn, sharpens our understanding of justice and our ability to recognize and respond to injustices.

As we engage with these themes, we shape the moral compass of our society, influencing the values and principles that guide political decisions and societal norms.

International Relations and Multicultural Understanding

The study of languages, cultures, histories, and ideologies of different nations provides invaluable insights into the dynamics of international relations. It guides diplomats, policymakers, and citizens alike in navigating the complexities of our interconnected world.

Through the lens of the humanities, we cultivate a deeper understanding and appreciation of the rich tapestry of human cultures. This understanding transcends national boundaries and political divides, helping to foster more respectful and constructive interactions between nations. We challenge ethnocentrism and xenophobia, promoting a more inclusive, tolerant society that values diversity and multiculturalism.

In the arena of politics, the humanities serve as a bulwark of democracy. History, for instance, teaches us the consequences of authoritarian rule and the struggles for democratic freedoms.

Philosophy explores the principles that underlie democratic governance, such as the social contract and the importance of free speech and thought. Literature and the arts, in their myriad forms, give voice to diverse perspectives and experiences, fostering a vibrant public sphere crucial to a healthy democracy.

Civil Society and Democratic Engagement

The humanities play a vital role in preserving and enriching democratic systems. By promoting critical thinking, communication, and active citizenship, we empower individuals to engage in the democratic process and make informed decisions based on a comprehensive understanding of political, historical, and cultural contexts.

Furthermore, humanities education encourages an appreciation for the importance of civil liberties, freedom of speech, and the rule of law. It helps us recognize and challenge oppressive ideologies, fostering a more egalitarian society where power resides with the people.

Through enhancing our understanding of the complex web of societal influences, the humanities equip us with the necessary tools to engage with the world around us, advocate for justice and equality, and contribute meaningfully to our communities and global society.

Personal Growth

The humanities, with their diverse disciplines, such as literature, philosophy, history, and art, encourage us to question, interpret, and critically engage with the world around us.

This challenging yet rewarding process forms an integral part of our personal growth, nurturing our ability to think creatively, empathize deeply, and act ethically. Through the lens of the humanities, we can better understand ourselves, others, and the intricate tapestry of human experience that we are all a part of.

Expanded Worldview

When we study the humanities, we immerse ourselves in different cultures and historical periods, making us more receptive to diverse perspectives. We learn to appreciate art from different eras, understand literature from various parts of the world, and recognize the value of different philosophical viewpoints.

This expansive understanding helps us become global citizens, not confined by the limitations of our immediate surroundings but rather enlightened by the richness of the world.

Imagine how our perspective on life might change if we deeply understood the philosophies of ancient Greece or if we could appreciate the cultural significance of a painting from the Renaissance period. This expanded worldview equips us with the ability to approach problems from different angles and come up with more creative and inclusive solutions.

Ethical Awareness

The humanities encourage us to wrestle with intricate ethical dilemmas, questioning what is right, what is wrong, and why. This confrontation with moral issues prompts us to reflect on our own values and principles. As we examine philosophical concepts or historical events, we gain a deeper understanding of the moral implications that come with different decisions and actions.

Beyond mere theoretical understanding, this ethical awareness translates into practical wisdom in our daily lives. It helps us navigate complex moral landscapes, make informed decisions, and engage with diverse viewpoints with respect and consideration. This heightened ethical consciousness not only contributes to our personal growth but also promotes a more understanding and just society.

Reasoning Skills

As we critically analyze texts, interpret historical events, or evaluate art, we are exercising our minds and honing our ability to think logically, critically, and creatively. This mental workout strengthens our cognitive muscles, improving our capacity for problem-solving, decision-making, and intellectual flexibility.

These reasoning skills are not confined to academic settings but are highly transferable to various aspects of our lives. Whether we’re evaluating a business decision, understanding complex social issues, or mediating interpersonal conflicts, the critical thinking skills nurtured by the humanities equip us to approach these situations with clarity and precision.

Building Empathy

Whether it’s through a novel that lets us experience life through someone else’s eyes, a play that stirs our emotions, or a painting that speaks to our hearts, the humanities offer pathways into the experiences and emotions of others. This exposure to a myriad of human experiences fosters our ability to understand and share the feelings of others, a fundamental aspect of empathy.

Empathy, in turn, enriches our interpersonal relationships and promotes a more inclusive society. It enhances our ability to connect with others, to understand their perspectives, and to appreciate their unique experiences. This heightened empathy enables us to be more compassionate and understanding individuals.

Self-Reflection

The exploration of profound and thought-provoking works prompts introspection, encouraging us to examine our own thoughts, feelings, beliefs, and values. Through this process, we gain a deeper understanding of ourselves, recognizing our strengths, weaknesses, and potential areas for growth.

Self-reflection, spurred by engagement with the humanities, is a powerful tool for personal growth. It allows us to align our actions with our values, make conscious choices about our lives, and chart a path toward self-improvement. In this way, the humanities don’t just help us understand the world around us; they also enable us to understand ourselves more deeply.

Humanities and Technology

As we navigate through our everyday lives, it’s easy to overlook the influence of the humanities on our technology-centric world. When combined with the transformative power of technology, the humanities can bring about a deeper understanding of the human condition, inform ethical decision-making, and inspire creative solutions to complex problems.

Interdisciplinary Approaches

Interdisciplinary approaches are the crux of modern learning and problem-solving. They allow us to integrate and adapt various concepts, methods, and perspectives from different disciplines to unravel complex issues. This integrative process is particularly evident in the relationship between humanities and technology.

We draw from the humanities to understand the context, implications, and the human aspect of technological development. Conversely, technology provides new tools and mediums for humanistic study and expression.

For instance, digital humanities—a field that has emerged at the confluence of these two areas—utilizes technology to enhance research in fields like literature, history, and philosophy.

This approach provides new methods for data analysis, visualization, and dissemination of humanistic knowledge, thereby fostering an enriching dialogue between these two seemingly disparate fields.

Influence on Technological Development

Design and user experience, for example, are two fields heavily reliant on an understanding of human behavior, psychology, and aesthetics – all elements deeply rooted in the humanities.

Every new technology is designed for humans, and hence, understanding the human perspective is crucial in its development. Concepts and theories from psychology, sociology, and anthropology guide the design of user interfaces, the crafting of algorithms, and the structuring of online communities.

Ethical considerations, driven by philosophical theories, also play a significant role in decision-making processes in technology, from data privacy to the potential implications of artificial intelligence.

Applications in Modern Society

The humanities play an important role in maximizing the benefits of technology for modern society. We apply our understanding of human behavior, culture, and history to identify potential social implications of technological advancements. Through this lens, we can:

• Assess the impact of social media on personal relationships
• Study the consequences of automation on workforce dynamics
• Examine the intersection of digital innovations and cultural preservation

Moreover, the humanities provide us with the tools and methodologies to foster critical thinking, creativity, and empathy – skills that are increasingly valuable as technology continues to evolve. By appreciating the interplay between humanities and technology, we can create a more nuanced, humane, and meaningful future.

The Relevance of Humanities in the Modern World

Humanities not only provide a platform for self-expression and critical thinking but also foster a strong foundation for understanding complex sociopolitical landscapes and nurturing empathy among people from different walks of life. By grounding ourselves in the humanities, we can develop empathy, resilience, and wisdom essential for navigating today’s rapidly changing landscape.

Addressing Contemporary Issues

In a world beset by challenges such as climate change, political unrest, social inequality, and ethical dilemmas related to technological advancements, we need more than just technical solutions. We need to understand the human aspect of these issues, and this is where the humanities come in.

The humanities help us to comprehend the complexities of our society and the world at large. They encourage us to think critically and engage deeply with the world around us, fostering an understanding that goes beyond facts and figures.

For instance, studying history allows us to learn from past mistakes and successes, thereby informing our decisions about the future. Literature, on the other hand, can help us to empathize with different cultures, experiences, and perspectives, promoting a more inclusive society.

Enhancing Communication Skills

By analyzing and interpreting great works of literature, philosophy, and art, we improve our ability to express ideas and emotions effectively. The practice of crafting compelling arguments and engaging narratives benefits not only our written communication but also our oral communication.

As we consume and evaluate diverse forms of expression, we develop critical thinking, which encourages meaningful discourse and helps us navigate professional and personal relationships. These enhanced communication abilities make us better team players, better negotiators, and better able to empathize with the experiences of others.

Applying Humanities in Everyday Life

As we navigate the complexities of the human experience, the humanities provide us with a unique framework to make sense of it all. From literature and history to philosophy and ethics, the humanities foster more empathetic, informed decisions that can lead to a deeper, more meaningful existence.

Stories, Imagination, and Creativity

We are all storytellers, whether we’re spinning tales to our children at bedtime, sharing anecdotes with friends, or building narratives in our work. Every time we tell a story, we’re engaging in a fundamental human activity that has its roots in the humanities. From the classic works of literature we study in school to the cultural myths and legends that have shaped societies, the humanities help us understand the power and purpose of storytelling.

Moreover, the humanities inspire our creativity and imagination, allowing us to envision possibilities beyond our current circumstances. They encourage us to dream, to innovate, and to see the world not just as it is but as it could be.

Whether we’re artists designing a new piece, engineers creating a novel product, or entrepreneurs imagining a new business, we’re employing the skills of creativity and imagination fostered by the humanities.

Individual Growth and Sense of the World

By studying history, philosophy, literature, and the arts, we delve into the diversity of human experience and thought. We learn about different cultures, times, and perspectives, which broadens our horizons and fosters empathy. This understanding helps us see ourselves as part of a larger narrative, connecting us to the past and the future.

Furthermore, the humanities teach us critical thinking and ethical reasoning, both vital skills in the modern world. They challenge us to question, analyze, and make informed decisions. Whether we’re voting in an election, debating an ethical dilemma, or simply trying to understand a complex issue, we’re applying the critical thinking skills we’ve honed through our engagement with the humanities.

Connecting with Neighbors and Communities

When we immerse ourselves in the humanities, we become more conscious of the experiences and thoughts of our neighbors, promoting meaningful connections built on understanding and compassion.

On a larger scale, this helps foster vibrant, supportive communities that empower people to engage in lifelong learning, explore different ideas, and work harmoniously, even when we do not necessarily agree with one another.

Challenges and Opportunities

There are hurdles faced by modern humanities programs, ranging from diminishing funding to debates on practicality. Nonetheless, the immense potential of the humanities to enrich our lives, foster our creativity, and promote critical thinking is undeniable. 

As researchers in the humanities, we often face funding challenges. Budget cuts and shifting priorities have led to less financial support for our field. However, we can seize the opportunity to find alternative funding sources like private donors, crowd-sourcing, and partnerships with other institutions.

• Grants: we must research and apply for grants from different foundations and organizations.
• Collaboration: we can look for opportunities to collaborate with other researchers, both within and outside of the humanities, to pool resources and expertise.
• Advocacy: we need to promote the importance of our work to the public and those in power to generate support and understanding.

Future Directions

Our field has an exciting array of future directions. We should consider the following:

• Interdisciplinary research: integrating the humanities with the sciences, social sciences, and technology fields can lead to innovative insights and methods.
• Digital humanities: leveraging digital tools and resources can help us uncover new perspectives and reach wider audiences.
• Public engagement: by actively engaging with communities, we can create a stronger impact and foster a wider appreciation for the humanities.

Humanities researchers face challenges in funding and support. However, we are continuously adapting and exploring new avenues for growth and innovation. By seeking alternative resources, venturing into new research directions, and engaging the public, we cultivate resilience and pave the way for a thriving future.

The Future of Humanities

Our society continues to undergo rapid transformation driven by emerging technologies and global interconnectedness, making it crucial to explore how the humanities might adapt and further solidify their indispensability. However, humanities will continue to hold immense significance in the future through its ability to provide a deep understanding of the human experience.

Adapting to Technological Advancements

As the digital age marches on, the humanities are not being left behind. Instead, they are adapting and evolving, integrating technology into their core. Digital humanities, a field that combines humanities and computing disciplines, is a perfect example of this evolution. This new domain uses digital tools and methods to analyze cultural and historical data, offering fresh insights and perspectives.

This marriage of technology and humanities is empowering us to not just consume technology but to question it, understand its implications, and influence its trajectory.

Humanities help us examine the ethical, social, and cultural implications of artificial intelligence, big data, and the Internet of things. In this way, we ensure that our technological advancements align with our human values and contribute to a more inclusive and fair society.

Addressing Societal Challenges

We will also see the humanities addressing societal challenges. As the world changes and becomes increasingly interconnected, new complexities arise in areas like politics, economics, and social justice.

The humanities will play a crucial role in helping us navigate these issues, providing critical thinking skills and fostering empathy for diverse perspectives. By examining historical events and cultural movements, we can better understand and respond to contemporary challenges.

Collaborating with Other Disciplines

The future of humanities also lies in their increasing collaboration with other disciplines. We see a growing recognition that the most pressing issues of our time cannot be solved through a single lens. Instead, they require interdisciplinary approaches that bring together diverse fields of knowledge.

For instance, in tackling climate change, we need not only scientific understanding but also insights from the humanities. They help us comprehend how societies have historically interacted with nature, how different cultures perceive environmental stewardship, and how we can motivate people to adopt sustainable behaviors.

Similarly, in healthcare, a blend of humanities and sciences—known as medical humanities—is fostering more compassionate care. By understanding patients’ narratives, cultural backgrounds, and ethical considerations, healthcare providers can offer more personalized and effective treatments.

Frequently Asked Questions

How can the humanities contribute to understanding and combating social inequalities.

The humanities provide tools to understand, analyze, and combat social inequalities. By studying history and sociology, we can understand the roots and structures of social inequalities.

Literature and the arts offer insights into different experiences and illuminate the human impact of these inequalities. In addition, the humanities foster critical thinking and empathy, thus a commitment to social justice and equality.

How do the humanities influence our understanding of gender and sexuality?

Humanities disciplines such as gender studies, literature, and history offer valuable insights into the complexities of gender and sexuality. They help us understand how gender and sexuality have been constructed and perceived in different cultures and historical periods. This understanding can inform discussions about gender equality, LGBTQ+ rights, and other social issues.

How can the humanities inform public policy and governance?

The humanities can inform public policy and governance in many ways. They provide historical context, social insights, and ethical considerations that can inform policy decisions.

Moreover, the critical thinking skills fostered by the humanities can aid in policy analysis and the formulation of effective, equitable policies. Humanities scholars often contribute their expertise to policy debates and offer valuable perspectives on various issues.

Are the humanities still relevant in the age of AI and automation?

Absolutely! Even in AI and automation, the humanities remain highly relevant. They offer crucial insights into human behavior, culture, and ethics necessary for the responsible and effective use of AI and automation technologies. Moreover, the humanities can help us understand and manage these changes as these technologies reshape our society and economy.

How do the humanities influence our sense of aesthetics in a more detailed manner?

The humanities are directly concerned with aesthetics, which can be understood as the study of beauty, taste, and appreciation of art and culture. Fields like art history, literature, music, and philosophy explore aesthetic principles, how they have evolved over time, and how they differ across cultures.

How can the humanities contribute to health care?

The humanities can contribute to health care in several ways. For example, medical societies use methods from humanities disciplines to explore various aspects of medicine, including the experience of illness, the doctor-patient relationship, and the ethical dilemmas of medical practice. The humanities can also improve patient-centered care by fostering empathy, cultural understanding, and moral reasoning.

How do the humanities affect our perception of time and space?

The humanities, particularly fields such as history, literature, and philosophy, shape our perception of time and space. They offer us different ways of understanding and experiencing time and space, from the linear view of time in Western cultures to the cyclical view in many indigenous cultures or from the physical exploration of space in geography to the imagined areas in literature. This can enrich our understanding of our experiences and the world around us.

As we continue to navigate the challenges and opportunities of a rapidly changing global landscape, our ability to communicate effectively and understand diverse perspectives becomes increasingly valuable. By embracing the humanities, we foster connections and bridge cultural gaps, promoting tolerance and compassion within our communities.

Furthermore, by appreciating and preserving our shared human experiences, we can appreciate the achievements of our ancestors and learn from their mistakes. This understanding provides context for our present and guidance for our future, ensuring that we continue to evolve collectively.

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• Published: 09 April 2019

The place of the humanities in today’s knowledge society

• Rosário Couto Costa   ORCID: orcid.org/0000-0002-7505-4455 1  

Palgrave Communications volume  5 , Article number:  38 ( 2019 ) Cite this article

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Over the past four decades, the humanities have been subject to a progressive devaluation within the academic world, with early instances of this phenomenon tracing back to the USA and the UK. There are several clues as to how the university has generally been placing a lower importance on these fields, such as through the elimination of courses or even whole departments. It is worth mentioning that this discrimination against humanities degrees is indirect in nature, as it is in fact mostly the result of the systematic promotion of other fields, particularly, for instance, business management. Such a phenomenon has nonetheless resulted in a considerable reduction in the percentage of humanities graduates within a set of 30 OECD countries, when compared to other areas. In some countries, a decline can even be observed in relation to their absolute numbers, especially with regards to doctorate degrees. This article sheds some light on examples of international political guidelines, laid out by the OECD and the World Bank, which have contributed to this devaluation. It takes a look at the impacts of shrinking resources within academic departments of the humanities, both inside and outside of the university, while assessing the benefits and value of studying these fields. A case is made that a society that is assumed to be ideally based on knowledge should be more permeable and welcoming to the different and unique disciplines that produce it, placing fair and impartial value on its respective fields.

Introduction

In August 2017, the World Humanities Conference took place in Liège, Belgium. The theme was Challenges and Responsibilities for a Planet in Transition , and it was organized in cooperation with UNESCO. The rationale for this conference can be summarized as follows:

“The humanities were at the heart of both public debate and the political arena until the Second World War. In recent years their part was fading and they have been marginalized. It is crucial to stop their marginalization, restore them and impose their presence in the public sphere as well as in science policies Footnote 1 ”

I participated in this event and it gave me hope that it would be possible to reverse the general trend of devaluating the humanities, something that has been going on since the early 1980s, namely in the UK and in the USA (Costa, 2016 ). Such a phenomenon has coexisted with an acceleration in globalization and a widespread rise of neoliberalism, two trends which have been gradual and simultaneous in their origins (Heywood, 2014 ). In regard to the growth of neoliberalism, while in the 1980s only four countries had what could be reasonably categorized as neoliberal governments (Chile, New Zealand, the UK and the USA), at the beginning of the 21 st century that number had multiplied all around the world (Peck, 2012 ).

This marginalization of the humanities has been a gradual process that manifested itself at different times throughout the countries in which it can be observed. A global approach was used for studying this process (Costa, 2016 ), along with available OECD data which consisted of a subset of thirty countries and recorded the period between 2000 and 2012 Footnote 2 . Under these circumstances, “graduates by field of education” Footnote 3 is arguably one of the few relevant indicators that we can establish. On analysing it, one can conclude that despite some variance in tendencies for each individual nation, there is an overall shift that allows us to confidently corroborate such a devaluation when we compare figures for the year 2000 with those of 2012. This approach was further complemented with the analysis of case studies and existing academic literature on the topic (Costa, 2016 ).

With that in mind, it seems paradoxical that in a so-called knowledge society, one that should be ‘nurtured by its diversity and its capacities’ (UNESCO, 2005 , p.17), not all knowledge fields would be valued in an equitable manner. So why does it happen and why namely at the expense of the humanities? Conversely, what are the reasons for looking at the humanities in a more positive light? These reasons have long been known, but can nowadays lack sufficient recognition. The goal of this comment is to address these questions.

The way to find the answers to these discussion points begins with an analysis of political documents written within the framework of international organisations such as the World Bank and the OECD during the transition into the 21st century. This analysis identifies some political guidelines that have plausibly influenced the global shift in the number of graduates by field of education occuring between 2000 and 2012. Afterwards, we take a look at the impact that these guidelines have had both within and outside of the University. Once done, we reflect on the benefits of studying the humanities and on the complementarity of the various knowledge fields within society.

The political constraints of the devaluation of the humanities in an academic context

Taking into account the already long history of the University, its most recent transformation has been marked by the principles of neoliberalism and the pace of this change has increased since 1998 (Altbach et al., 2009 ). It is in this particular institutional context that the devaluation of the humanities has been taking place. If we pay attention to the general guidelines that have been at the core of this paradigm shift, we can see that the humanities have been confronted not so much with a direct and explicit denial of their benefits, but with the exalting of skills and traits strongly connected to other knowledge fields, such as business administration. This reasoning is based on the following analysis of some specific documents that are enlightening examples of this occurrence.

At The World Conference on Higher Education in the Twenty-First Century , organized by UNESCO in 1998, in Paris, two talks expanded on how the University was already undergoing a process of transformation—one from a practical point of view, and the second from a conceptual one.

In the first talk, titled The Financing and Management of Higher Education: a Status Report on Worldwide Reforms (Johnstone et al. 1998 ), the authors explain how the World Bank implemented its political agenda in order to reform the University throughout the 90s in several countries. A political decision to reduce public investment fundamentally altered the financial and managerial scenarios of the University. A result of this was that the academic sector was steered towards the markets, with an explicit mention in the report that this shift was meant to align with neoliberal principles.

The consistency of this reform has been hailed as remarkable by the cited authors. It has followed similar patterns across all countries independently of existing differences between them with regards to political and economic systems, states of industrial and technological development, and the structuring elements of the higher education system itself.

In the other talk, titled Higher Education Relevance in the 21st Century , Michael Gibbons ( 1998 ), counselor to the World Bank, affirms the urgency of a new paradigm for the University, and theorizes such a transformation. Accordingly, the main mission of the University would be to serve the economy, specifically through the training of human resources, as well as the production of knowledge, for that purpose. Other functions would be cast into the background. In order for this institution to adjust to its new priorities, the author affirms that a new culture would have to impose itself on the University: a new way of considering accountability—so called “new accountability”—with financial accounting at its core; the dissemination of a new practice of highly ideological management (“new public management” or “new managerialism”); and a new way of utilizing human resources with the goal of maximizing efficiency. In short, an entrepreneurial outlook on the concept of “University”.

A few years later, the document The New Economy. Beyond the Hype (OECD, 2001 ) essentially anticipated the impact of the then new model of University on the prioritization of the various fields of knowledge. The success of this “New Economy”, where a noticeable rise in investment in information and communication technologies (ICT) was apparent, required individuals qualified not only to work with these technologies but also fit to answer the new organizational challenges brought about by them. Due to this, areas such as ICT and management began to become promoted more strongly, namely in higher education and research, and the connection between higher education and the job market strengthened.

An indirect discrimination of the humanities was thus induced, with real-world consequences. One of the symptoms relating to such a social phenomenon has been a progressively lower relative representation of graduates in humanities and, in some countries, also of the absolute representation, especially with regards to doctorate degrees. For instance, in the period between 2000 and 2012, while the number of humanities graduates rose by a factor of 1.4—and that of total graduates by a factor of 1.6 overall—those in the area of business administration increased by a factor of 1.8 Footnote 4 . For perspective, this accounts for virtually a fifth of total graduates. In other words, although academia within the humanities is growing, it is doing so at a disproportionately lower pace than when compared with other fields.

As Pierre Bourdieu had already outlined in Homo Academicvs (Bourdieu, 1984 ), alterations in the relative representation of students of certain areas, and thus of respective University staff, have an impact not only on power balances within the University, but also on its influence on society itself. The author saw these as morphological changes—a point of view that shapes the following considerations.

The impact of shrinking resources within academic departments of the humanities

With regard to the internal impact of shrinking resources within academic departments of the humanities, we can identify several clues as to how the University has generally been placing a lower importance on the humanities Footnote 5 :

Cuts in the financing of research and teaching;

a lower share of the space and structure within the University, through the elimination of courses and even departments;

undervalued human resources (fewer job offers, falling wages, overloaded work schedules, aging staff, lack of opportunities for the young);

a decrease in library resources and the like;

the use of evaluation methods typical of scientific activity and which are unadjusted to the specificity of the humanities, indirectly resulting in pressure to change communication practices specific to these fields and weakening their social impact;

the extent to which some fields in the humanities are weakened, reaching dimensions so residual that they become at risk of disappearing.

These phenomena, even when not simultaneous, contribute to paving the way to further devaluation as they ultimately work together to make the humanities look progressively less attractive. In an academic context we are essentially confronted with a vicious cycle of devaluation. The next two sections deal with a series of reasons for why it becomes urgent to break such a cycle.

If on the one hand we are witnessing a shrinking of resources within academic departments of the humanities, on the other we can see a clear reduction in the relative representation of humanities graduates entering the job market. Without going too much into detail on the interdependence between these two phenomena, they stand as symptoms of a clear loss of influence of the humanities on society itself – perhaps the result of a growing incomprehension of their usefulness. Indeed, the field appears to be held hostage to a way of appreciation that is overly focused on the economy, established by those who govern and apparently accepted by most of those governed. Governors in particular tend to have a peculiar, restricted and limited way of evaluating, classifying and neglecting the humanities, even if opinions amongst themselves are not always in agreement. Through this lens, the field can be pretentiously seen as a luxury, as economically irrelevant, or even as useless - worse still, as an obstacle to access the job market Footnote 6 .

These dynamics make it even more difficult for academics in the humanities to convince others of the relevance of their area. Therefore, when competing with other areas for resources, the overall trend has been to deprioritise the humanities.

In the above-mentioned report titled Towards Knowledge Societies , UNESCO recognized that political choices tend sometimes to place a high importance on specific disciplines, namely ‘at the expense of the humanities’ (UNESCO, 2005 , p. 90). These words are coated with a subtle yet sharp sense of loss. But what is in fact lost when the humanities see their presence in society diminished?

The benefits of studying the humanities

An analysis of several sources of information, such as surveys, studies and websites, has made it possible to understand the point of view of different social actors who believe there are advantages to graduating in the humanities (Costa, 2016 ). Students (Armitage et al., 2013 ), graduates (Lamb et al., 2012 ) and researchers (Levitt et al., 2010 ) in the humanities share their opinion on what the main advantages are, and their takes coincide with the way humanities courses are promoted on the websites of the universities that were taken into account in the analysis Footnote 7 . As it would turn out, these advantages match the profile of the ideal employee as outlined by a group of employers as a condition to achieve success at their companies, according to a separate study that is unrelated to the humanities in particular (Hart Research Associates, 2013 ). In other words, even neoliberal standards and concerns are adequately addressed.

At its core, this acknowledgement of the value of the humanities can be looked at in three independent, mutually reinforcing levels: the comprehensive knowledge, skills and mindset that come with studying the field, and which are not easily outdated. These assets represent the genuine and specific character of studying these disciplines, and substantially differ from the priorities set by the political guidelines mentioned earlier. The following picture clarifies the scope of each of these levels (Fig. 1 ).

Benefits of studying the humanities. Source: adapted from Costa, 2017 , with permission of the Portuguese Association of Professionals in Sociology of Organizations and Work–APSIOT. The figure is not covered by the Creative Commons Attribution 4.0 International Licence

The attraction of studying the humanities lies precisely in that which one sets out to know and experiment with when one opts to study them. History, philosophy, languages and literature, to mention a few, are nuclear subjects that give us direct access to knowledge on that which is fundamentally and irreducibly human.

The challenge that this knowledge presents us with, and the effort of interpreting and attributing meaning to ourselves and that which surrounds us, are enhancers of the skills and mindset highlighted in the above graphic and their value is undeniable. Critical thought, acknowledgement of others, the ability to adjust to different realities and so forth are indispensable traits in any situation—in any institution, organization, government or company. It would thus follow that the humanities should be as explicitly and directly promoted by public policy as is specialized knowledge that directly serves firms and markets.

In spite of the value that can be recognized in studying the humanities, it stands that in the last few decades education in the field has been reduced to an almost insignificant dimension relative to other areas. It should be noted that demand in higher education is representative not just of the expectations of the students, or even of their educational and social backgrounds. It is also conditioned by the choices of a large group of social actors, interdependent amongst themselves Footnote 8 , such as decision makers – be it national or international, political or institutional –, employers and parents. But this depreciation has not been exclusive to higher education only. It has led to generalized deficits in knowledge, sensitivity and imagination, cognitive resources which are necessary to the acknowledgement of real problems within society and likewise to the development of possible solutions. The ability for citizens to possess and demonstrate a mindset of critical thinking has in this way been undermined.

One can thus argue that, at the very least from a social standpoint, much could be lost here. Martha Nussbaum warned in 2010 about the dangers this poses to democracy itself. The number of billionaires has nearly doubled as wealth has become even more concentrated in the last ten years since the financial crisis, worsening social inequalities (OXFAM, 2019 ). A society of consumption and uncontrolled, unregulated and acritical exploitation of natural resources is hindering sustainable development. Perhaps somewhat ironically, even the market economy registers some losses of its own in this scenario. The University of Oxford studied the career path of a group of their graduates in humanities, who had been students from 1960–1989, and subsequently produced a report that ‘shines a light on the breadth and variety of roles in society that they adopt, and the striking consistency with which they have had successful careers in sectors driving economic growth’ (Kreager, 2013 , p. 1). This conclusion contradicts the vision, or perhaps the bias, according to which graduations within the humanities are considered useless and of no value, especially for the economy and the labour market in general. The TED Talk Why tech needs the humanities Footnote 9 (December 2017) addresses this issue in the light yet personal manner of someone who has experienced it first hand.

On the complementarity of the various knowledge fields within society

In contrast to the trend within the humanities, from 2000 to 2012 and as previously mentioned, graduates in the area of business administration grew both in numbers and in relevance. Georges Corm ( 2013 ) considers that a new wave of employees, trained in accordance with the neoliberal ideas, has emerged in the job market. In his opinion, this is noticeable for instance in the case of MBAs, which in general have a similar format in use in the best schools around the world. Engwall et al. ( 2010 ) had already come to the conclusion that these graduates have become the new elite, taking up the leadership positions within organizations, replacing graduates namely in law and in engineering.

According to Colin Crouch ( 2016 ), ‘financial expertise has become the privileged form of knowledge, trumping other kinds, because it is embedded in the operation of […] the institutions that ensure profit maximization […]. Under certain conditions this dominance of financial knowledge can become self-destructive, destroying other forms of knowledge on which its own future depends’ (ibid., p. 34). Indeed, ‘serious problems arise when one kind of knowledge systematically triumphs over others’ (ibid., p. 35), a sentiment the author illustrates by giving examples related to engineering and geology. It can be argued that such a large pool of graduates and post-graduates in business administration has severely disrupted the balance and the complementarity of wisdom in society.

The environmental disasters and social crises that have marked the last decade, and which we have all witnessed, mean that the priority which had been given to some fields of knowledge is a concern not just of the academic community, but that it should instead be seen as an issue for all of society. If we start discrediting certain kinds of knowledge, we might end up discrediting all which are not in accordance with the interests that prevail in society at any given point in time, interests which in turn might not necessarily have the common good as their priority. This would be akin to opening a Pandora’s box.

Where has this led us? For instance, few of us are unaware of the difficulties that scientific evidence faces today in order to be appreciated and accepted by people who are farthest from the world of science, and who will more easily trust populist discourses (Baron, 2016 ; Boyd, 2016 ; Gluckman, 2017 ; Horton and Brown, 2018 ). Current disinvestment in the teachings of philosophy, particularly in the young, pulls us away from the basic foundations of knowledge and science, ultimately furthering the establishment of a post-truth society.

Concluding remarks

The process of devaluation of the humanities fortunately has not been enough to nullify the voice and ongoing work of their community. The World Humanities Conference, mentioned at the very beginning of this text, is a sign of the vitality and pertinence that this field still holds. When we look at the topics discussed at this conference, they are undoubtedly of great relevance for the society of today: ‘Humanity and the environment’; ‘Cultural identities, cultural diversities and intercultural relations: a global multicultural humanity’; ‘Borders and migrations’; ‘Heritage’; ‘History, memory and politics’; ‘The humanities in a changing world. What changes the world and in the world? What changes the humanities and in the humanities?’; and ‘Rebuilding the humanities, rebuilding humanism’. Events like this conference allow for the hope that a new and virtuous cycle for the humanities could be on the upswing for the benefit of all of society. One which will be more permeable and welcoming to all knowledge and skills, valuing all of its fields in a fair and impartial manner. Ultimately, the hope is to have a society that is zealous and proactive in the protection of a rich diversity of knowledge from the establishment and dominance of political hierarchies.

In: http://www.humanities2017.org/en .

Set of years for which OECD data are available in a usable way (verified in 23 May 2018 at OECD.Stat).

According to the ISCED 1997 (levels 5A and 6)—International Standard Classification of Education 1997 (first and second stages of tertiary education).

For this indicator, data for a subset of thirty OECD countries were used.

This systematization is based on the interpretation of a plurality of official statistics and reports on several countries (Costa, 2016 ).

Observations based on several publications, some of which are included in the bibliography (Benneworth and Jongbloed, 2010 ; Bod, 2011 ; Bok, 2007 ; Brinkley, 2009 ; Classen, 2012 ; Donoghue, 2010 ; European University Association, 2011 ; Fish, 2010 ; Gewirtz and Cribb, 2013 ; Gumport, 2000 ; Nussbaum, 2010 ; Weiland, 1992 ).

Harvard University ( http://artsandhumanities.fas.harvard.edu ), Stanford Humanities Center ( http://shc.stanford.edu/why-do-humanities-matter ), University of Chicago´s Master of Arts Program in the Humanities ( http://maph.uchicago.edu/directors ) and MIT School of Humanities, Arts, and Social Sciences ( http://shass.mit.edu/news/news-2014-power-of-humanities-arts-socialsciences-at-mit ). Data last updated from these websites: October 2015.

This statement is highly influenced by the thought of Norbert Elias, namely his concept of configuration (Elias, 2015 [1970]).

https://www.ted.com/talks/eric_berridge_why_tech_needs_the_humanities#t-7974 .

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The Power of Humanity: On Being Human Now and in the Future

Humanity means three different things: a species; a behaviour, and a global identity. The historical relationship between these different dimensions of humanity has been elegantly discussed by the late Bruce Mazlish in his 2009 book The Idea of Humanity in a Global Era and it is important to distinguish between these three aspects of being human as we prepare to meet as a global humanitarian movement once again.

Humanity as species

The first meaning of humanity describes a particular kind of animal that biologists encouragingly call homo sapiens – or wise human – and which seems distinct from all other animals because of its powers of language, reasoning, imagination and technology. This biological and evolutionary use of the term has the same meaning as “humankind” and marks us out as a particular life form that is different to other kinds of animal and vegetative life.

The power of the human species is considerable over the non-human world. This is mainly because our intelligence has consistently invented and deployed tools and technology which means we have come to dominate the earth, and our imagination has shaped religious and political meanings around which we form competing interests and social movements.

Our tools mean we are not a simple species but always function as a hybrid species – part human and part technology – in a constantly changing mix of human and non-human components. This hybrid humanity must infuriate non-human life like lions and microbes who could easily “take us down” in a fair fight of simple life forms, but who have consistently encountered us in hybrid forms in which we merge our humanity with spears, guns, horses, cars, vaccines and antibiotics.

We operate routinely in these human-machine interactions (HMI) of various kinds. I am doing it now typing on my Macbook Air with an electric fan to keep me cool on a hot summer’s day. Our mechanization gives us exponential power and unfair advantage over non-human life forms both large and microscopic, which tend to remain simple in one form except for bacteria and viruses, our most threatening predators, which can change form relatively fast.

Our essential hybridity with other animal, plant and machine life is now in the emergent stages of a giant leap towards new forms of power which we cannot envision . New applications of biotech, robotics and artificial intelligence (AI) mean that our hybrid humanity is about to expand exponentially in a way that is already changing what it means to be human. Today’s technologists are focused hard on simplifying human-machine interfaces – different types of “dashboards” which use our five human senses and recognize human gestures so that our humanity interacts seamlessly with AI of various kinds. These interfaces will increasingly be embedded in our bodies and minds as new levels of interactivity with technology which will inevitably change the experience of being human and the power of humanity.

Technology will not just change us where we are but also change where we can be. Humanity will be enhanced in time and space but also relocated across time and space. For example, because I am on Twitter or Skype, I can already be visibly present elsewhere, speaking and responding in thousands of different places across time and space. This is radically different from my great grandmother who could only ever really be visible and engaged in one place at one time, or in two places at two times when someone far away was reading a letter from her.

This time-space compression and its resulting context collapse which began with radio and television is an ever-increasing feature of being human. Some of our grandchildren will probably be talking and listening simultaneously in a hundred different places at once in embodied replicas as holograms or humanoid drones. They will probably be fluent in all languages, move through space much faster than us and live forever on earth and in space because of biological and AI enhancements. Our machines will develop new levels of autonomy which, although created by humans, are inevitably adapted by machine learning into new forms of non-human and non-animal life.

This all means that the power of humanity as a species is about to increase dramatically because of a revolution in human-machine interaction which will see new forms of hybridity beyond our current imagining. Our human power will become even greater but what about our wisdom and the way we use this new power of humanity? In short, what about the ethics of our behaviour in our new hybrid humanity?

Humanity as ethical behaviour

We now come to the second meaning of humanity which is used to describe a certain moral value that we can see operating across humankind as kindness and compassion for one another. We can therefore understand this second meaning as the kindness of humans. [1] This humanity is our first Fundamental Principle and primary purpose in the Red Cross and Red Crescent Movement and has been summarized as follows since 1965:

“To prevent and alleviate human suffering wherever it may be found (and) to protect life and health and ensure respect for the human being.”

This principle of humanity is the fundamental value at play in every Red Cross and Red Crescent worker wherever they are in the world today. If you stop one of them in whatever they are doing – taking blood donations in a major city, organizing relief in war or disaster, or negotiating with diplomats in the UN Security Council – and ask them why they are doing it, each one them should simply answer: “I am trying to protect life and health and ensure respect for human beings.”

This is humanity in action and it is the power of this humanity – humane behaviour towards other humans – that we seek to celebrate, improve and increase in our Movement’s 33rd International Conference in December.

Humanity in this sense is human behaviour that cares for other humans because of a profound and universally held conviction that life is better than death, and that to live well means being treated humanely in relationships of mutual respect. This commitment is a driving principle in the rules of behaviour in the Geneva Conventions, whose 70th anniversary falls this year, and in the Disaster Laws recommended by the Movement to ensure better disaster prevention, preparedness and response around the world.

The Red Cross and Red Crescent Movement is at once symbol, advocate and embodiment of this ethic of humanity and so is constantly working emotionally, judicially and practically to increase humanity as a dominant form of human behaviour in extreme situations. This is not easy, of course, because the human species is ethically ambivalent and not simply driven by an ethic of humanity. We are also deeply competitive, cruel and violent as a species and often believe that some things we have constructed are much more important than particular human lives. The reason that the call for humanity is so loud is because our record of inhumanity is so long, and the power of inhumanity is often greater than the power of humanity.

And what of humanity’s behaviour towards non-human life? In our era of climate crisis, environmental degradation and multiple species extinction, the moral principle of humanity is looking increasingly self-referential and incomplete as a primary ethic for the human species. Quite simply, it is not enough for humans only to be kind to humans.

The principle of humanity as currently expressed is a classic example of speciesism in ethics. It cares only about one species – our own. We may claim that the principle of humanity is a niche ethic for calamitous human situations which rightly trumps wider ethical considerations in extremis, but this is neither true nor realistic. It is not true because the principle of humanity already takes account of the natural environment in the laws of war and the norms of disaster response and so recognizes the importance of non-human life in its own right and as means to human life. Nor is it realistic at a time when our biggest existential challenge as a species arises from our relationship with the non-human world around us.

The principle of humanity must, therefore, keep pace with the ethical evolution of humanity (the species) and needs to expand its purpose and behaviour towards non-human life. This currently includes all animal and vegetative life. But, in future, it is increasingly also likely to include non-human machines like robots and AI which may develop their own levels of consciousness, feelings and rights as they increasingly merge with humanity – the species and its ethics – in hybrid forms.

Here time is pressing. We may have little time to work out what it means to apply humane behaviour within non-human machines and towards non-human machines. This means agreeing how non-human machines and new models of human-machine interactions can behave with humanity, especially as new weapons systems. It will also mean thinking about how we should show humanity to increasingly machine-like humans and human-like machines.

We may have even less time to think hard about what it means to show humanity to non-human environments and animals in the Movement’s humanitarian norms and work. At the moment, our humanitarian action can be profoundly inhumane to non-human life, neither protecting nor respecting it.

With all this uncertainty about what exactly it may mean to be human in future and the persistent record of our inhumanity to each other and towards non-human life, what sense does it make to try to aspire to a single global identity as billions of human beings?

Humanity as global identity

Over the last 200 years, a third sense of humanity has increasingly referred to a single global identity across all human societies. This is not a simple biological identity but the idea that as a conflicted species we can and must build a single global political identity in which every human has a stake. This global identity is a meta identity which transcends smaller identities shaped by culture, nation, class, political opinion and religion.

The purpose of this single political humanity is to build a human “we” in which can share a common species consciousness as one group sharing a single planetary “home” and so work together on common problems and common opportunities that face the whole of humanity.

This political sense of being a single global group is experiencing push-back today as a broad-based politics of ethnic and economic nationalism expresses scepticism about globalism of all kinds. This political turn sees many people asking national politicians to think “more about us here” and “less about them over there”. But our Movement continues to argue that it is important to imagine and build a global sense of humanity because our common human problems are intense and interdependent, and can only be solved internationally not just nationally.

There are five truly existential problems that we all share as members of the human species, and always have done. Threats from each one can be significantly reduced if we work together to solve them in the spirit of Dumas’ Three Musketeers: “all for one and one for all”. This is what we try to do at the International Conference. Our perennial five problems are:

1. The problem of our violence as a species as it plays out terribly in war and violent crime. 2. Our struggle for fairness and our desire to reduce inequalities between us. 3. Our predators and their threat to our health which now take mainly microscopic form as infectious microbes, or chronic and autoimmune diseases in which we attack ourselves. 4. Our relationship with the non-human environment and its impact on human survival. 5. The promethean risk of our creativity and how our technological inventions help and harm as they change the world around us and redefine humanity itself in new hybrid forms.

These five deep species problems will all be raised in various forms at our Conference in December. They will require a powerful response by all humanity, with an ethic of humanity, to ensure the survival of humanity.

[1] Oxfam plays on the relationship between humankind and kind humans in their ongoing global campaign “Be Humankind” which was launched in 2008.

• ICRC, Artificial intelligence and machine learning in armed conflict: A human-centred approach , 6 June, 2019
• ICRC Report: The potential human cost of cyber operations , 29 May 2019

Other blog posts by this author

• Masculinity and War–let’s talk about it , 15 March 2018
• Impartiality and Intersectionality , 16 January 2018
• Habitat III: The smartest city is a safe city , 24 October 2016
• Remember the millions of people living in urban violence , 4 July 2016

War and what we make of the law

10 mins read  Humanitarian Action / Humanitarian Principles / Identity / The most read blog posts in 2019 Cordula Droege

Principles under pressure: have humanitarian principles really stood the test of time?

12 mins read  Humanitarian Action / Humanitarian Principles / Identity / The most read blog posts in 2019 Olivier Ray

Great piece Hugo. I must say, the term “non-human machine” is a head-scratcher. It looks like a redundancy, but suspect you have a very good reason for using it.

On a more serious note, I think we need to be careful not to lump all push-back on the ideal of humanity as an expression of selfish nationalism or a rejection of our global family. The way we think and define humanity in humanitarian circles seems embedded in a (Western?) tradition of individual rights and freedoms. I don’t think that is necessarily a problem. But we should think about how this might translate into, for example, an approach to impartiality that obscures the needs of and undermines the social capital of a community via its systemic reduction of crisis response to the individual or household.

Oddly enough, I just blogged about this earlier today. Your upcoming conference seems a good place to reflect not just on the power and ideals encapsulated by our principle of humanity, but how we might comprehend and mitigate potential negative consequences of its (all too human?) operationalization.

I admire your aspirations for a global identity for humanity.

I bring good news that we already have such an identity. We are all the creation of One God, Allah, the Most Merciful. He Created us for a purpose, and we undoubtedly will return to Him and be held to account for how we used the life He gave us.

Allah the Exalted says: “O people, worship your Lord who created you and those before you, so that you may become God-fearing.” (Qur’an 2:2)

I humbly invite you to apply your rare intellect and your inspiring concern for humanity to a study of the Qur’an, in which you might find answers. Islam teaches that humanity will only succeed when we surrender to the will of God.

Thank you, Marc. You’re right “non-human machine” sounds weird. I suppose I was reaching for “human-like (but not human) machine”. It’s all quite complicated still to me….

And, yes, I share your caution on an overly-individualistic application of humanitarian action. We must always balance an individual caseload with a collective response. I look forward to reading your blog on this. Please tell us where it is. I gave a paper on the increasing “individualisation”of the civilian at Edinburgh University earlier this year and have lost it, rather annoyingly! If I find it, I will write it up……

Thank you, Sharriff, for your beautiful call (dawa) for me to embrace Islam. I have heard it and know well that our modern secular commitment to a single global identity as human beings is founded in a more original faith and its religious insight.

And I will keep reading the Quran as I study all faiths, and we will see what happens.

The tragedy is that humans are likely to accord ‘human’ rights to machines which are made in their own image while continuing to abuse the other animals who have as much (and, indeed, arguably more) right to planetary resources than the human animal. Every day, other animals have their lands and other resources stolen by humans. Every second of every day and night other animals are imprisoned without cause…tortured mentally and physically, and then murdered by an animal which is far too full of its own importance. We should respect these other animals, treating them as we wish to be treated ourselves…It’s time to get off our ‘human supremacist’ pedestals and to show (a very great deal) of humility towards the other animals whose home this planet also is. One final observation, the more I understand about other animals and the more I see of the human animal, the more I feel that the only thing that distinguishes us from other animals, is our capacity to destroy the planet.

Thanks for the article and the focus on the different dimensions of being human.

I really like this part: “(…) it is important to imagine and build a global sense of humanity because our common human problems are intense and interdependent, and can only be solved internationally not just nationally.”

I see in those lines a call for true solidarity, and to be aware of the reality that we as humanity have a common origin and a common destiny, that we are all in the same journey together and we cannot simply escape from each other closing borders or even closing our eyes and minds to difficult realities other humans are experiencing.

I see also a call for multilateralism and multistakeholder approach for the solution of the different challenges we face as human family.

Recently, I read the book The Good Immigrant. There is one article from Salena Godden, British poet, recalling our global citizenship and expressing: “United as a people we are a million majestic colours, together we are a glorious stained glass window. We are building a cathedral of otherness, brick by brick and book by book. “

Our species has developed a lot in the past years. New treatments, advanced equipment are there to solve those issues which were impossible to take care of. The development can be seen through medical, automotive and other industries. Thank you very much. I would like to know more about this! Smile makeover Malden

A really well-written and meaningful article! I found a small motivation in myself to write about change as I read your blog… Life is about growth, but many people remain the same without even sparing a thought even for a moment. Many people think that they have come up to a level by which nobody can demand anything from them. They are repulsive and unchangeable even if it is for their own good. If people aren’t adamant to change, they can see more of themselves which can help in the overall development of society, humanity and also the earth. Here are my thoughts about the change that needs to be brought about in humanity as a whole. https://thebetterhumanity.com/why-do-we-need-change/ Hope you like them! Thanks

Interesting insights- thanks very much for sharing them, and for reading!

Great piece Hugo. I must say, the term “non-human machine” is a head-scratcher. It looks like a redundancy, but suspect you have a very good reason for using it. Thanks for your nice post . I hope I will see this type of post again in your Website

its very nice fantastic

Human population densities are approaching that of animals in factory farms; thus humanity may end up in ‘factory cities’, whatever that might mean.

The power of humanity? Humanity is a disgusting species, more akin to a virus or plague than any mammalian species. Selfish, greedy, destructive, dishonest, disloyal and with only rare exceptions to the contrary. The planet will be far better off once we’re gone. I live completely off grid now, and there are signs across my property here in Europe spelling it out, in no uncertain terms, what will happen to anyone, anyone, who steps foot on my land. The more time I spend working the land, with my dogs, the less I like, and have time for, humanity. I’m ashamed to be a part of it.

Excellent piece but I have to leave a comment, I live in northeast of England and was raised and live in a working class community, my view of being human and humanity is almost alien to how you perceive it, I had to double check my self, television, schooling, religion and parents world views is what really shapes us into being, i was born in 1980, and if I speak honestly I see myself being of a loving nature from nature all equal in value. 1 law, do not cause harm to others willingly. We are everything and nothing, I wasn’t taught this but it’s built into our dna, it has to be, I see surfering and pain voilence mainly from television and media, what isn’t taught which should be primary is how to use our full brain potential, and energetic body system, I know it as kundalini and pineal activation, and from here we can operate from a super position, ie quantum. Even with all this confusion and old Newtonian way of thinking, inherently i see the majority existing with all the creators creations extremely well, for we know deep down we are one.. all information is in this space and time. It should be taught because a lot of people know how. everything is conscious, all is mind, mind if the all. There is solid foundations in place to build upon metaphysically. The metaverse already exists. So I don’t know what zuckerberg and co are creating, we need transparency and a universal language to communicate, so as to not be tricked, conned, confused by double speak and countless meanings of words, hood winked into thinking were something else. Have trust and faith in ourself we are made with a Divine spark within us, thank you to anyone who takes the time to read this, love and harmony to all

Thanks for taking the time to share your thoughts Michael! Sending love and harmony back your way. Best, Lizzie

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Essay on Humanity

500 words essay on humanity.

When we say humanity, we can look at it from a lot of different perspectives. One of the most common ways of understanding is that it is a value of kindness and compassion towards other beings. If you look back at history, you will find many acts of cruelty by humans but at the same time, there are also numerous acts of humanity. An essay on humanity will take us through its meaning and importance.

Importance of Humanity

As humans are progressing as a human race into the future, the true essence of humanity is being corrupted slowly. It is essential to remember that the acts of humanity must not have any kind of personal gain behind them like fame, money or power.

The world we live in today is divided by borders but the reach we can have is limitless. We are lucky enough to have the freedom to travel anywhere and experience anything we wish for. A lot of nations fight constantly to acquire land which results in the loss of many innocent lives.

Similarly, other humanitarian crisis like the ones in Yemen, Syria, Myanmar and more costs the lives of more than millions of people. The situation is not resolving anytime soon, thus we need humanity for this.

Most importantly, humanity does not just limit to humans but also caring for the environment and every living being. We must all come together to show true humanity and help out other humans, animals and our environment to heal and prosper.

Get the huge list of more than 500 Essay Topics and Ideas

The Great Humanitarians

There are many great humanitarians who live among us and also in history. To name a few, we had Mother Teresa , Mahatma Gandhi, Nelson Mandela, Princess Diana and more. These are just a few of the names which almost everyone knows.

Mother Teresa was a woman who devoted her entire life to serving the poor and needy from a nation. Rabindranath Tagore was an Indian poet who truly believed in humanity and considered it his true religion.

Similarly, Nelson Mandela was a great humanitarian who worked all his life for those in needs. He never discriminated against any person on the basis of colour, sex, creed or anything.

Further, Mahatma Gandhi serves as a great example of devoting his life to free his country and serve his fellow countrymen. He died serving the country and working for the betterment of his nation. Thus, we must all take inspiration from such great people.

The acts and ways of these great humanitarians serve as a great example for us now to do better in our life. We must all indulge in acts of giving back and coming to help those in need. All in all, humanity arises from selfless acts of compassion.

Conclusion of the Essay on Humanity

As technology and capitalism are evolving at a faster rate in this era, we must all spread humanity wherever possible. When we start practising humanity, we can tackle many big problems like global warming, pollution , extinction of animals and more.

FAQ of Essay on Humanity

Question 1: What is the importance of humanity?

Answer 1: Humanity refers to caring for and helping others whenever and wherever possible. It means helping others at times when they need that help the most. It is important as it helps us forget our selfish interests at times when others need our help.

Question 2: How do we show humanity?

Answer 2: All of us are capable of showing humanity. It can be through acknowledging that human beings are equal, regardless of gender, sex, skin colour or anything. We must all model genuine empathy and show gratitude to each other and express respect and humility.

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New research shows how studying the humanities can benefit young people’s future careers and wider society

Studying a humanities degree at university gives young people vital skills which benefit them throughout their careers and prepare them for changes and uncertainty in the labour market, according to new research by Oxford University. 

The report, called ‘The Value of the Humanities’, used an innovative methodology to understand how humanities graduates have fared over their whole careers – not just at a fixed point in time after graduation. 

In the largest study of its kind, the report followed the career destinations of over 9,000 Oxford humanities graduates aged between 21 and 54 who entered the job market between 2000 and 2019, cross-referenced with UK government data on graduate outcomes and salaries. This was combined with in-depth interviews with around 100 alumni and current students, and interviews with employers from many sectors.  

Further interviews with employers were carried out after the onset of COVID-19 and the impact it has had on the economy and the labour market to test how the report’s findings held up in a post-pandemic world. In fact, the report suggests that the pandemic has accelerated trends towards automation, digitalisation and flexible modes of working, and the resilience of humanities graduates makes them particularly well suited to navigate this changing environment. Recent developments in AI such as ChatGPT have only advanced predictions about imminent changes to the workplace brought by technology.

The report was commissioned by Oxford University’s Humanities Division and its lead author was Dr James Robson of the Oxford University’s Centre for Skills, Knowledge and Organisational Performance (SKOPE). It comes shortly after a report from the Higher Education Policy Institute which quantified the strength of the humanities in the UK.

Professor Dan Grimley, Head of Humanities at Oxford University, said: 'This report confirms what I and so many humanities graduates will already recognise: that the skills and experiences conferred by studying a humanities subject can transform their working life, their life as a whole, and the world around them.

'Students, graduates and employers noted that the resilience and adaptability developed during a humanities degree is particularly useful during big changes in the labour market – whether that’s triggered by a global financial crisis, changes caused by the rise of automation and AI technologies, or indeed a global pandemic. 

'I often hear young people saying that they would love to continue studying music or languages or history or classics at A-level and beyond, but they fear it would compromise their ability to get an impactful job. I hope this report will convince them – and their parents and teachers – that they can continue studying the humanities subject they love and at the same time develop skills which employers report they are valuing more and more.' 

Dame Emma Walmsley, CEO of GlaxoSmithKline who studied Classics and Modern Languages at Oxford, said: 'Being a humanities student at Oxford was foundational - to the curiosity, reserves of courage, and appetite for connectivity I have relied on deeply in life so far.'

The report’s key findings include: 

1) Humanities graduates develop resilience, flexibility and skills to adapt to challenging and changing labour markets.  

Employers interviewed for the report highlighted that disruption caused by COVID-19 and increased automation and digitisation will significantly change the nature of work in the next 5-10 years. The report said the “skills related to human interaction, communication and negotiation” learned while studying humanities will help them to meet future employer demands. This resilience helped graduates to cope and respond well to the impacts of the 2008 financial crisis. It seems set to have the same effect for graduates entering a post-COVID labour market characterised by increased digitalisation and remote working. 

2) Humanities careers open a path to success in a wide range of employment sectors.  

The business sector was the most common destination of humanities graduates (21%) over the period. 13% entered the legal profession and 13% went into the creative sector. There was a notable increase over time of graduates entering the ICT sector, particularly among women.  

3) The skills developed by studying a humanities degree, such as communication, creativity and working in a team, are “highly valued and sought out by employers”.  

Interviews with employers found they particularly valued the following traits in Humanities graduates: 

• Critical thinking 
• Strategic thinking  
• An ability to synthesise and present complex information 
• Empathy 
• Creative problem-solving 

This supports recent research by SKOPE and funded by the Arts & Humanities Research Council which revealed how business leaders in the UK see “narrative” as an integral part of doing business in the 21 st century. They found that being able to devise, craft and deliver a successful narrative is a “pre-requisite” for senior executives and becoming increasingly necessary for employees at all levels. 

4) Humanities graduates benefit from subject-specific learning.  

As well as the more transferrable skills like communication, graduates interviewed in the report showed that they draw throughout their careers on the sense of self-formation and the deep understanding they gain through studying histories, languages, cultures and literature on a humanities course. 

5) Studying humanities helps graduates to make “wider contributions to society”.  

Many interviewees in the report said their degree has enabled them to make an essential contribution to addressing the major issues facing humanity, and informed their sense of public mission and commitment. This includes navigating “fake news” and social media manipulation; climate change; energy needs; and the ethical implications of Artificial Intelligence. 

6) Humanities graduates have high levels of job satisfaction and many said their primary motivation for studying their subject was not financial.  

The report found that studying humanities subjects had a “transformative impact” on people’s identities and lives. Nonetheless, the average earnings of graduates assessed in the report were well above the national average, with History and Modern Languages graduates earning the most. 

Dr James Robson and his co-authors for the report concluded: 'These findings clearly show that Oxford Humanities graduates are successful at navigating the labour market and financially rewarded, but also see value as existing beyond measurable returns and linked with knowledge, personal development, individual agency, and public goods.  

'They highlight the need to take a more nuanced approach to analysing the value of degree subjects in order to take into account longer term career trajectories, individual agency within the labour market, the transformative power of knowledge, and broader public contributions of degrees within economic, social, and political discourses.'

The report makes recommendations to universities, employers and government to help young people make a transition into work: 

• Offer support for a smooth transition into the workplace 
• Provide internships, focused in particular on less advantaged students 
• Support skills development in digital and working in a team, and provide students with insights into the changing labour market. 

The full report can be found at: 

pdf Value of Humanities report.pdf 1.77 MB

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✍️Essay on Humanity in 100 to 300 Words

• Updated on  
• Oct 26, 2023

Humanity could be understood through different perspectives. Humanity refers to acts of kindness, care, and compassion towards humans or animals. Humanity is the positive quality of human beings. This characteristic involves the feeling of love, care, reason, decision, cry, etc. Our history reveals many acts of inhuman and human behaviour. Such acts differentiate the good and the bad. Some of the key characteristics of Humanity are intelligence, creativity , empathy and compassion. Here are some sample essay on Humanity that will tell about the importance and meaning of Humanity!

Table of Contents

• 1 Essay on Humanity 100 Words
• 2.1 Importance of Humanity 

Also Read: Essay on Family

Essay on Humanity 100 Words

Humanity is the sum of all the qualities that make us human. We should seek inspiration from the great humanitarians from our history like Mahatma Gandhi , Nelson Mandela , Mother Teresa , and many more. They all devoted their life serving the cause of humanity. Their tireless efforts for the betterment of the needy make the world a better place. 

In a world suffering from a humanitarian crisis, there is an urgent need to raise awareness about the works of humanitarians who died serving for a noble cause. World Humanitarian Day is celebrated on 19 August every year to encourage humanity. 

Here are some examples of humanity:

• Firefighters risking their lives to save someone stuck in a burning building.
• Raising voices for basic human rights.
• Blood donation to save lives is also an example of humanity.
• A doctor volunteering to work in a war zone.

Also Read: Famous Personalities in India

Essay on Humanity 300 Words

Humanity is the concept that lies at the core of our existence. It contains the essence of what makes us humans. It encompasses our capacity for empathy, compassion, and understanding, and it is a driving force behind our progress as a species. In a world often characterized by division and war, the essence of humanity shines as a ray of hope, reminding us of our shared values and aspirations.

One of the defining characteristics of humanity is our ability to empathize with others. Empathy allows us to connect with people on a profound level, to feel their joys and sorrows, and to provide support in times of need. It bridges the gaps that might otherwise separate us, creating a sense of unity in the face of adversity. Even comforting a friend in distress is a sign of humanity. 

Also Read: Emotional Intelligence at Workplace

Importance of Humanity 

Compassion is the fundamental element of humanity. It is the driving force behind acts of kindness, charity, and selflessness. Humanity is important to protect cultural, religious, and geographical boundaries, as it is a universal language understood by all.

When we extend some help to those in need out of humanity, we affirm our commitment to the well-being of others and demonstrate our shared responsibility for the betterment of society.

Humanity balances out the evil doings in the world. It creates a better world for all to reside. Humanity is the foundation of the existence of humans because it makes us what we are and differentiate us from other living organism who do not possess the ability to think and feel. It is a testament to our potential for progress and unity.

In conclusion, humanity, with its pillars of empathy, compassion, and understanding, serves as a guiding light in a complex and divided world. These qualities remind us that, despite our differences, we are all part of the human family. 

Related Articles

Humanity is a complex characteristic of any human being. It includes the ability of a person to differentiate between good and bad and to show sympathy and shared connections as human beings. The human race can win any war be it harsh climatic conditions, pandemic, economic crisis, etc, if they have humanity towards each other. Humans have the potential to solve problems and make the world a better place for all.

An essay on humanity should be started with an introduction paragraph stating the zest of the complete essay. It should include the meaning of humanity. You need to highlight the positive characteristics of the act of humanity and how it can work for the betterment of society.

Humanity is very important because this characteristic of human beings makes the world a better place to live. It is what makes us humans. Humanity is the feeling of care and compassion towards other beings and gives us the ability to judge between right and wrong.

For more information on such interesting topics, visit our essay writing page and follow Leverage Edu .

Kajal Thareja

Hi, I am Kajal, a pharmacy graduate, currently pursuing management and is an experienced content writer. I have 2-years of writing experience in Ed-tech (digital marketing) company. I am passionate towards writing blogs and am on the path of discovering true potential professionally in the field of content marketing. I am engaged in writing creative content for students which is simple yet creative and engaging and leaves an impact on the reader's mind.

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Essay On Importance Of Humanities

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R. Howard Bloch once stated, “The humanities are an incredible source of practical information about the world around us”. The study of humanities has affected the life of every individual to walk the earth at some point in time; It seems sort of outrageous but it’s true. From art and literature to architecture and music, the humanities is present in our everyday lives. Its importance is often underestimated but in reality, it is extremely important to our existence. In fact, before entering my first humanities class I didn’t realize how important or interesting humanities was. After learning about how art, specifically, has changed over time, I find myself eager to learn more. The benefits of studying humanities includes: aiding individuals …show more content…

The Humanities gave people a reason to have morals and be a better version of themselves. Howard Block, author of, Good Uses of the Humanities in Bad Times, supports this statement when he gives an example from Greek mythology. “ Philosophy , political philosophy, and moral philosophy deal with ethical judgment, right action, and, finally, how to strike a balance between our own needs and desires and our obligation to others. Thinkers from Plato and Aristotle to the makers of our modernity—Hobbes, Locke, Rousseau, and Mill—have addressed the place of money in fundamental human relations, the unlimited accumulation of property versus a more socialized distribution of wealth and the question whether man is born morally good and is corrupted by society or is born to a state of natural competition and disorder,” (Block, 420). When stating this Block is trying to imply that humanities persuaded people to do the right thing. Another huge factor in the 19th and 20th century was money, which many know can change people for the worse even today. Prevailing over life’s negative temptations played a huge role in society. In a discussion post this semester the class was again asked some benefits of humanities. Morally, the study of art, literature and music (for instance) all have one thing in common- they are all positive and meant to hurt not help. Humanities is a form of …show more content…

Whether it’s walking past a building with a certain type of architecture or reading an interesting book, humanities crosses our path usually without notice. For me, humanities impacts me almost daily when I explore with friends. Since moving to Tallahassee, adventuring to find art and cool abandoned buildings has been a hobby of mine. A lot of the time I can relate to the art work whether it’s graffiti or actual paint because of pictures seen in our textbooks or online discussion posts. Not only this but a lot of architecture discussed in our books can be found in Tallahassee with cool paintings drawn all over abandoned walls. For instance, recently we discussed Optical art which is a form of creativity in which many patterns are used to make an image appear to be moving. While watching the sunset on an deserted building like I do most days, I noticed a black and white pattern of swirls on the concrete below me. This was a perfect example of how humanities not only affects me but genuinely makes me happy. Another way humanities affects my everyday life is in the musical lyrics I listen to. Specifically one website, Soundcloud, has a whole section dedicated to music of the world. In this section you can find lyrics and music from all different countries. These songs give an idea of the culture and life of people other than Americans which helps us accept

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Throughout our lives we experience “Ah-ha! Moments” that can be small such as figuring out a math problem to big moments where you find out what career you want to do. The “Ah-ha! Moments” are the moments that make life interesting, because in these moments you are gaining knowledge. In each section of the class which includes music, literature, and art they give a bridge between time, meaning that in modern day we can see hysterical pieces. History helps us stay in touch with our past and helps us to learn where we came from. I think it is easy to look past all the pieces that come from our history, but after taking humanities it is hard not to notice these pieces in everyday life. It can be as small as the background

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Shiffman believes that the drop in interest in the humanities results in the inability of students to have clear bearings amid life’s uncertainties. He believes that only by studying the humanities will students be able to introspect and recognize that endless achievement may not add up to a meaningful life (Shiffman 5). However, Shiffman fails to realize that this form of reflection need not be done solely by those majoring in the humanities. It can be done by all who try, their fields of study are no limitation. In fact, it may be this same reflection that leads to an individual’s decision to prioritize practicality. Not all those who choose the practical path are doing it for themselves. Many may do it for their families, as a safe and stable means of supporting their loved ones. Others may take this opportunity to give back to their community through the ways they are most skilled. Instead of pursuing a single interest in a certain field, they choose to follow their various callings. Doing solely what an individual loves is a self-centered view of the world. While it is important to chase happiness, it is also important to reflect on what one is doing to spread happiness to the rest of the world. One must find something that they are good at, and put that into the world. They should contribute to others and help the world be better, in addition to following their passions. An individual’s acts of service may just become one of their many passions.

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There are different disciplines within the humanities, but there is one that I feel that has influenced my cultural identity the most…music. I say music because from the start music told my culture’s history; informed others about deeds or events that had taken place, also, music was and continues to be important in comforting, healing, and during labor. “African American music has evolved through various eras and styles; the powerful melodic lines and the rhythm (the all-important rhythm) remained prominent and influential” (Powell, 2007, p.1).

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In today’s society anything can be considered “Art”. From the great sounds of a symphony, to the architecture of a modern structure, or even an elephant painting with its trunk, art is what the viewer perceives it to be. Individuals will always agree or disagree with the message behind a certain piece of art, as pieces can be offensive to some, but beautiful to others. Some argue that funding the arts in school is a waste of money, time, or a combination of both, but the benefits outweigh the negatives by far, due to a variety of reasons.

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Human Eye and Colourful World Class 10 Notes CBSE Science Chapter 11 (Free PDF Download)

CBSE Class 10 Science Chapter 11 - Human Eye and Colourful World Revision Notes - PDF Download

Human eyes and a colourful world is the topic of Chapter 11 of CBSE Class 10 science. If you are a student searching for a quick way to summarise the whole chapter, look no further! Vedantu offers a revision note developed by experts for CBSE Class 10 Science Chapter 11 - Human Eye and Colorful Planet. This revision has been prepared by specialists to assist students in revising and practising the chapter's difficult theories. The revision notice is open to the public. Download the free online PDF format of Chapter 11 Class 10 science notes that provides all the supporting material you need for getting high marks.

Important Topics Covered in CBSE Class 10 Science Chapter 11

The following are some of the most important topics that are covered in the freely accessible revision notes of the Human Eye and Colourful World Class 10 CBSE Science Chapter 11.

The human eye.

Defects of vision and their correction.

Refraction of light through a prism.

Dispersion of white light by a glass prism.

Atmospheric refraction.

Scattering of light.

Download CBSE Class 10 Science Revision Notes 2024-25 PDF

Also, check CBSE Class 10 Science revision notes for All chapters:

Access Class 10 Science Chapter 11 - Human eye and colourful world Notes

The front part of the eye is covered with a transparent spherical membrane known as the cornea. Light enters the eye through the cornea. Space present just behind the cornea contains a fluid known as aqueous humour.

Just behind the cornea is a muscular diaphragm, which is dark coloured and is known as the iris which has a small circular opening in the middle called the pupil. The black colour of the pupil is due to no light being reflected from it. The iris is responsible for controlling the amount of light entering the eye by adjusting the size of the pupil.

The lens of our eyes is a convex lens made of a transparent jelly-like proteinaceous material. The eye lens is hard in the middle and becomes soft towards the outer edges. The ciliary muscles hold the eye lens in its position. The ciliary muscles are responsible for changing the curvature and focal length of the eye lens.

The inner back surface of the eyeball is the retina. It is a semi-transparent membrane that is light sensitive and behaves as the screen of a camera. The light-sensitive receptors present in the retina are rods and cone cells. When the light falls on these receptors, they are responsible for sending electrical signals to the brain via the optic nerve. The space between the retina and eye lens is filled with vitreous humour.

Light from an object enters the eye via the cornea and pupil. The eye lens is in charge of bringing these light rays together to generate a true, inverted, and reduced image on the retina. As light strikes the retina, the light-sensitive cells get activated and create electrical impulses. These electric signals are transmitted to the brain via the optic nerves, and the brain interprets them in such a way that we can perceive an image that is upright and the same size as the object. Accommodation of the eye is defined as the capacity of the eye to concentrate on things at different distances.

Whereas the range of vision is the distance between the near point and the far point.

Colour vision occurs through cone cells of the retina which are excited only in bright light. You cannot differentiate between red, violet, or purple flowers in a garden in moonlight, because of the rod cells' function and not of cone cells.

Defects of Eye

Colour blindness, also known as colour vision deficit, is a condition in which a person cannot discriminate between specific colours. The most likely reason is genetic. Cone cells are colour sensitive receptors in the typical human eye that contain single vision pigments that are selective for red, green, and blue light. Colour vision problems develop when the amount of pigment per cone is either diminished or nonexistent.

Nyctalopia is an inability of a person to see in relatively low light. It is considered a symptom of several eye diseases.  Night blindness could be inborn or can occur due to any injury or malnutrition. Lack of Vitamin A could also play an important role in this. The outer layer of the retina is composed of more rods than cones. The rod cells are responsible for the vision in low light and the reason why the loss of side vision often results in night blindness.

Cataract is an opacity in the eye's crystalline lens. The crystalline lens power can be raised in the early stages of age-related cataract, creating near-sightedness (or myopia), which leads to progressive yellowing and complete opaqueness in the lens, reducing the perception of blue colours. Cataracts form for a variety of causes, including long-term exposure to UV rays, and radiation exposure typically results in denaturation of lens proteins.

Hypermetropia is an eye defect in which a person is incapable of seeing near objects but his distant vision is clear. In a normal eye, the light rays coming from the object fall on the retina but in the case of a hypermetropic eye, these light rays get focused behind the retina.

Myopia is an eye defect in which a person is not able to see distant objects clearly. Since a person can not see distant objects clearly, this defect is also  known as nearsightedness.

Astigmatism is the commonly occurring eye defect that results in distorted images since light rays are unable to meet at common focus. Astigmatism may lead to Hypermetropia or Myopia.

Presbyopia is the condition in which the centre of the eye lens becomes hard making it capable of accommodating near vision. This condition is quite common with person over the age of 50 and even those with myopia.

Human Eye and Colourful World Class 10 Notes: Free PDF Download Contents of Chapter 11 Science Class 10 Notes 

The science Chapter 11 Class 10 notes instruct students on the complexity of the human eye. One of the five sense organs, the eyes' role is to provide visual input to the brain. The brain then processes the signals and pictures formed. The overall goal of the Chapter 11 Class 10 Science notes is to provide a fundamental understanding of how the eye functions and what its structure looks like.

Class 10 Science Chapter 11 – Summary

Mentioned below is the short summary of Chapter 11. The detailed explanation of the important concepts is provided in an easy-to-understand way in the revision note of Class 10 Science Chapter 11. Let us quickly look at some of the critical points of Chapter 11.

Structure of Human Eye:The human eye is different from the eye of other species. The human eye is classified as a simple eye structure. There are fluids present in the eye which helps in maintaining its structure and rigidity. The parts of the eye discussed are as follows:

Cornea: The front part of an eye.

Iris: The muscles responsible for controlling the eye aperture.

Lens: It is a convex lens in the case of humans.

Retina: The inner part of the eye with sensory cells.

Sclera: Muscular layer of the eye.

Vitreous Humor: Fluid in the eye.

Aqueous Humor: Fluid in the eye.

Defects in The Human Eye: As the eye is a complex system of a number of cells and tissues as well as fluids, it is not uncommon for people to encounter defects within the eye. These defects can be noted in a number of individuals and are fairly common. The common defects noted in the human are listed below:

Myopia : near-sightedness

Hyperopia: Distant vision is clear but near vision is affected

Presbyopia: inability to accommodate eye

Cataracts: Age-related eye defect

Colour Blindness: Inability to distinguish colours.

Refraction of Light Through a Prism

Different wavelengths of light bend at various angles as it slows and passes through the prism. As a result, light is split into various wavelengths and creates a rainbow of colours. The visible light wavelengths that an item reflects or transmits affect how coloured it appears to the human eye.

Dispersion of White Light by a Glass Prism

White light disperses into its array of colours when it passes through a glass prism, in the following order: violet, indigo, blue, green, yellow, orange, and red. This phenomenon of white light separating into its component colours is known as dispersion.

Atmospheric Refraction

The deflection of sunlight or another electromagnetic wave caused by the earth's atmosphere fluctuation in air density as a function of altitude is known as atmospheric refraction.

Scattering of Light

When light travels through one medium and into another, such as air or a glass of water, some of the light is absorbed by the medium's particles before it radiates in a specific direction. Light scattering is the word used to describe this phenomenon. The size of the dispersed light's particles and its wavelength affect how intense it is. Light scattering is what gives the sky its blue hue and the Sun its reddish hue at sunrise and dusk.

Benefits of  CBSE Class 10 Science Chapter 11 Revision Notes

The following are some of the advantages of using  CBSE Class 10 Science Chapter 11 Notes for preparation.

Revision notes are curated by experts with a primary focus to cover all the important topics.

The notes are in a simple, precise, and easy-to-understand format.

The revision notes contain a list of important diagrams that would help in a better understanding of the concept.

Concepts are followed by examples for a better understanding of the theories.

Tips to Prepare From CBSE Class 10 Science Chapter 11 Notes

The Class 10th science Chapter 11 notes are the perfect study companion for you. Let us now look at some tips to study from the notes!

Firstly, it is important to read the NCERT textbooks blindly. The books will give you a basic outline of the topics. Then you must go through the Class 10 Chapter 11 science notes to further improve understanding and increase the chances of students getting higher marks. 

Look at the model answers provided at the end. 

Practise the related diagrams to score maximum marks.

This was the complete discussion of the Human Eye and Colourful World Class 10 Notes. We hope to have helped students with their queries. We wish you all the very best for your exams!

Additional Materials Provided by Vedantu:

NCERT Solutions for Class 10 Science Chapter 11

Chapter wise Revision Notes for CBSE Class 10 Science

Chapter 1 - Chemical Reactions and Equations Notes

Chapter 2 - Acids, Bases and Salts Notes

Chapter 3 - Metals and Non-metals Notes

Chapter 4 - Carbon and Its Compounds Notes

Chapter 5 - Periodic Classification of Elements Notes

Chapter 6 - Life Processes Notes

Chapter 7 - Control and Coordination Notes

Chapter 8 - How do Organisms Reproduce Notes

Chapter 9 - Heredity and Evolution Notes

Chapter 10 - Light Reflection and Refraction Notes

Chapter 12 - Electricity Notes

Chapter 13 - Magnetic Effects of Electric Current Notes

Chapter 14 - Sources of Energy Notes

Chapter 15 - Our Environment Notes

Chapter 16 - Management of Natural Resources Notes

FAQs on Human Eye and Colourful World Class 10 Notes CBSE Science Chapter 11 (Free PDF Download)

1. How to get access to the class 10 ch 11 science notes?

To get access to the free Human Eye and Colourful World-class 10 notes you can either visit the official Vedantu website or you can also download the online PDF version of the notes.

2. What is the power of accommodation of the eye?

Human eyes can adjust the focal length of it depending upon the distance of the object it wants to see. Be it a near object or a distant object, adjusting the focal length enables the eyes to clearly focus on the rays coming from the object as the rays reach the retina. This particular ability of the human eyes is known as accommodation of the eye.

3. Where can we download the notes for chapter 11 of Class 10 Science?

Notes are succinct, crisp, unambiguous, and plainly written, students frequently use them as a last-minute exam study material. All notes are professionally created by in-house professionals who are educated on the subjects. These notes are available for download practically everywhere on the internet. Vedantu definitely beats all of them because they offer CBSE revision notes prepared with expert assistance that contains topic explanations of chapter 11 in simple terms with tips, hints and more which can be downloaded from the page CBSE Class 10 Science Revision Notes Chapter 11.

4. What are the concepts covered in Chapter 11 of Class 10 Science?

In Class 10, Chapter 11 of Science is all about the various topics related to the Human eye, refraction, light, and possibly everything under the colourful world. CBSE Class 10 Science Revision Notes Chapter 11 offer all these concepts in a short and direct manner and the concepts covered in the  chapter are included in the following points:

The Human eye

Defects in vision and different methods in their correction

Refraction of Light through a Prism

Dispersion of white light 

Scattering of light

5. State the important formulae covered in the chapter ‘Human Eye and the Colourful World’.

‘Human Eye and the Colourful World’ is a chapter introduced to Class 10 students of Science to make them familiar with terms like refraction, scattering, etc. all of which are associated with the concept of light. Thus, they are made to solve problems related to the concept of light like the power of the lens and the relationship between the focal length and distance that is given by the lens formula.

Power, P = 1/f

Lens Formula, 1/f = 1/v-1/u

6. What are the benefits of using CBSE Notes for studying Chapter 11 of Class 10 Science?

Students can benefit from using notes in more ways than they realize. Because of its convenience, the PDF format is the primary advantage. These notes have the additional benefit of helping students use their time wisely by providing them with an opportunity of consistent practice, easy-to-understand structure, and conveying all the fundamental knowledge clearly. CBSE Notes are supposed to help students keep one revision material in handy for their exam preparation allowing them to score good results. These notes are available on the Vedantu app and on the Vedantu website at free of cost.

7. What is the scattering of light as described in Chapter 11 of Science for Class 10?

As Chapter 11 of Class 10 Science is all about light and its related concepts like refraction and scattering, students are made familiar with the different ways that lights bend on hitting different objects. One such phenomenon is the scattering of light that students learn about. This phenomenon occurs when a light ray deviates from its straight path because of certain obstructions like gas molecules or dust. The factors affecting this scattering of light include wavelength and density.

CBSE Previous Year Question Papers for Class 10