Loretta Jackson-Hayes in the Washington Post:
Our culture has drawn an artificial line between art and science, one that did not exist for innovators like Leonardo da Vinci and Steve Jobs. Leonardo’s curiosity and passion for painting, writing, engineering and biology helped him triumph in both art and science; his study of anatomy and dissections of corpses enabled his incredible drawings of the human figure. When introducing the iPad 2, Jobs, who dropped out of college but continued to audit calligraphy classes, declared: “It’s in Apple’s DNA that technology alone is not enough — it’s technology married with liberal arts, married with the humanities, that yields us the result that makes our heart sing.” (Indeed, one of Apple’s scientists, Steve Perlman, was inspired to invent the QuickTime multimedia program by an episode of “Star Trek.”)
Carly Fiorina, former CEO of Hewlett-Packard, credits her degree in philosophy and medieval history in helping her be the first woman to lead a high-tech Fortune 20 corporation. “If you go into a setting and everybody thinks alike, it’s easy,” she has said. “But you will probably get the wrong answer.”…
A scientist trained in the liberal arts has another huge advantage: writing ability. The study of writing and analyses of texts equip science students to communicate their findings as professionals in the field. My students accompany me to conferences, where they do the talking. They write portions of articles for publications and are true co-authors by virtue of their contributions to both the experiments and the writing. Scientists are often unable to communicate effectively because, as Cornell University president David J. Skorton points out, “many of us never received the education in the humanities or social sciences that would allow us to explain to nonscientists what we do and why it is important.”
To innovate is to introduce change. While STEM workers can certainly drive innovation through science alone, imagine how much more innovative students and employees could be if the pool of knowledge from which they draw is wider and deeper. That occurs as the result of a liberal arts education.
Many in government and business publicly question the value of such an education. Yet employers in every sector continue to scoop up my students because of their ability to apply cross-disciplinary thinking to an incredibly complex world. They like my chemistry grads because not only can they find their way around a laboratory, but they’re also nimble thinkers who know to consider chemistry’s impact on society and the environment. Some medical schools have also caught on to this. The University of Pennsylvania School of Medicine has been admitting an increasing number of applicants with backgrounds in the humanities for the past 20 years. “It doesn’t make you a better doctor to know how fast a mass falls from a tree,” Gail Morris, head of the school’s admissions, told Newsweek. “We need whole people.”
By all means, let’s grow our STEM graduates as aggressively as possible. But let’s make sure they also have that all-important grounding in the liberal arts. We can have both.
I really agree with the author’s sentiment. When my dad was a teaching Geology many years ago, he would have his students go out into the field and hand-draw contour maps so that they would have a better understanding for interpreting maps and visualizing the terrain. Drawing skills for Geology majors, eh.
Awesome. That’s a really cool story. Thanks for sharing.