Scott Samuelson in The Atlantic:
Once, when I told a guy on a plane that I taught philosophy at a community college, he responded, “So you teach Plato to plumbers?” Yes, indeed. But I also teach Plato to nurses’ aides, soldiers, ex-cons, preschool music teachers, janitors, Sudanese refugees, prospective wind-turbine technicians, and any number of other students who feel like they need a diploma as an entry ticket to our economic carnival. As a result of my work, I’m in a unique position to reflect on the current discussion about the value of the humanities, one that seems to me to have lost its way.
As usual, there’s plenty to be worried about: the steady evaporation of full-time teaching positions, the overuse and abuse of adjunct professors, the slashing of public funding, the shrinkage of course offerings and majors in humanities disciplines, the increase of student debt, the peddling of technologies as magic bullets, the ubiquitous description of students as consumers. Moreover, I fear in my bones that the supremacy of a certain kind of economic-bureaucratic logic—one of “outcomes,” “assessment,” and “the bottom-line”—is eroding the values that undergird not just our society’s commitment to the humanities, but to democracy itself.
The problem facing the humanities, in my view, isn’t just about the humanities. It’s about the liberal arts generally, including math, science, and economics. These form half of the so-called STEM (science, technology, engineering, math) subjects, but if the goal of an education is simply economic advancement and technological power, those disciplines, just like the humanities, will be—and to some degree already are—subordinated to future employment and technological progress. Why shouldn’t educational institutions predominately offer classes like Business Calculus and Algebra for Nurses? Why should anyone but hobbyists and the occasional specialist take courses in astronomy, human evolution, or economic history?