The humanities and what we become, or what we do

Humanities Watch: what defines the humanities for you (vis-a-vis the social sciences or sciences, or liberal arts, or in general)?

Jeremy Kolwinska: There are certainly more scholarly approaches to teasing out the differences and nuances in these terms. I am dean of a college of “arts & humanities,” and I approach the definitions rather practically. In my mind, all these terms have some overlap, but when I use the term “humanities,” I am thinking of those academic disciplines which have as their focus the study of some area of human endeavor and achievement (history, languages, literature). I use the term “liberal arts” to encompass both the arts and the disciplines within the humanities.

HW: are they “in crisis”? What would define that crisis?

JK: I was recently reading a book which was talking about the crisis in the humanities as reflected in our modern universities. I was surprised when I flipped to the front cover and saw that it was printed in 1975. So, people have been forecasting and seeing a crisis for a long time, yet we (the artists and humanists) are still here. It does seem, however, that the “crisis” language is amplified in our culture. Certainly, both social media and mainstream media outlets have contributed to the amplification. Beyond that, I see a pragmatism in our culture that contributes to this. An object must have value and usefulness. It can’t just exist for beauty’s sake. Similarly, time spent on something (like the study of an art or area in the humanities) must also have usefulness, and it must also be favorable on a cost: benefit ratio—”the time I spend developing the skill or studying that area must pay off in tangible benefits that will match or exceed the effort I expended.” So, I see the contemporary conversation around this issue framed around the tension between the intrinsic value of the liberal arts and what they help a person become and what training in those arts might help them do. An over-emphasis on the latter philosophy gives us cliché and out-of-context soundbites like “music makes you smarter.” While sometimes presented as competing ideas, I embrace both the “be” and the “do” of a liberal arts education. My liberal arts education changed me as a person—it taught me to think, it inspired me, and widened my perspective. But, it also provided me transferrable skills that I use in my vocation and in my day-to-day life. Full disclosure—my liberal arts education isn’t finished. I’m a lifelong learner, and I continue to learn and be inspired and have my horizons expanded by my continuing education.

HW: do the sciences triumph at the humanities’ expense?

JK: I think there are certainly ways that science can triumph at the expense of the humanities, but this question is an example of the problem—we frame the tension between the sciences and the arts and humanities as a “win-lose” proposition or as a forced choice. My experience has been that there is a close relationship between scientists and the arts and humanities. My current institution has a long history of participation by non-majors in music ensembles and theatre productions. We find that many of our most active participants in these programs are majoring in one of the sciences. A few years ago, we changed curriculum to allow “making” courses like studio art, music ensembles, and theatre productions to count in the core curriculum for any major. We still teach traditional “appreciation-style” courses in the arts, but the response from students opting for a course in which they are making or doing art has been enthusiastic. It is not unusual for a printmaking course to have several nursing majors in it or for biologists to take a sculpture class.

I also have found that as I get to know scientists personally, I find they often have a connection to the arts and the humanities. Sometimes it is through their children. Scientists don’t just exclusively send their kids to science camp and robotics club. Because they see the value, they’ll have their children enrolled in music lessons or theatre or dance. Often, though, the connection to the arts and humanities is personal. One of my dean colleagues has a Ph.D. in chemistry, but was an all-state saxophonist in high school and studied Italian as an elective in graduate school.

On the flip side, the arts and humanities are directly and indirectly influenced and inspired by science. Artists and humanists see the value in a well-rounded education that includes the study of science. So, while it is often framed as a dichotomy, and there may be some extreme cases where it is implemented as such, I don’t think it always exists that way in the trenches.

HW: how would you have answered any of these questions 10 or 15 years ago?

JK: Recently, I’ve been considering the concept of the “T-shaped” individual—one who has depth in a specific field, but also breadth across other disciplines. 10-15 years ago, I was immersed in the depth part of my “T,” so I didn’t give these types of questions much thought. Both by the choices I made and its curricular design, my education was exceedingly narrow and focused within the field of music. I don’t regret the depth and intensity of my musical training, but looking back, I wish that I had taken or created opportunities to develop more breadth and expand my education to other fields. However, I take opportunities now as a life-long learner to expand my knowledge of other fields. I’ve also appreciate the myriad ways my discipline-specific training contributes to the skill and knowledge sets I need for my vocation as an academic dean.

HW: how should arts and humanities programs be approaching the topic of career readiness?

A liberal arts education is more essential than ever in today’s culture and job market. The careers of the future don’t even exist yet. It is predicted that today’s graduates will change careers (not just jobs) multiple times. So, being narrowly trained (vs. educated) is dangerous. Whether majoring in STEM, a professional field, or in the arts and humanities, today’s students need learn to think, be adaptive, have empathy, and need to take initiative. So, our departments have important roles to play in the general education component of every student’s curriculum at our universities. I also believe that our departments have important roles to play in the career and vocational preparation of our students. Liberal arts degrees are a good preparation for a career, but the transition from degree to career looks different than those in professional degrees. I’ve recently been reading authors like George Anders (You Can Do Anything: The Surprising Power of a “Useless” Liberal Arts Education) and Randall Stross (A Practical Education: Why Liberal Arts Majors Make Great Employees). They showcase positive research and tell stories of the career paths of recent liberal arts grads. These career paths are less direct than those in professional fields. We need to be able to provide potential road maps for these career paths and be comfortable and confident when speaking with students (and their parents) about vocation and career opportunities. The truth is that many of our undergraduate alumni will go on to careers outside their field of study, but their liberal arts education has prepared them to be successful for that transition.

 As faculty and administrators, we are not always in control of the messaging that prospective students receive regarding our fields. So, it is important to build relationships with admissions and career center staff so we can educate those individuals. As a dean, I keep the line of communication open with the upper level admissions staff. I encourage my department chairs to do the same, but I also encourage them to meet at least annually with the “ground troops” in the admissions office—the admissions counselors. Admissions counselors have the most interaction with recruits, and it is important that they understand our fields and know how to answer questions from prospective students and parents like “what can you do with a degree in X?” Career center staff also need to be able to answer that question and may need help developing programming and resources to help liberal arts students transfer their training and skills onto a resume and into a vocation.

h/t Rick Love