STEMANITIES
A Consideration of the STEM Fields and the Humanities
by Thomas Reilly
As an Honors Ambassador, I work with
sixty-four incredibly accomplished students in order to represent the Honors
Program. From my time giving tours and speaking with many high school and first
year students, I have noticed a pattern whenever I ask them what they would
like to study. It seems that I receive one of two answers: either they cautiously
stutter their intentions, or they give their answers with confidence, sometimes
even with arrogance. These students almost always intend to major in a STEM
field, and their confidence reflects society’s prominent emphasis of technical
training over the social sciences and the humanities. This phenomenon proves
all the more salient at the University of Florida where the Shands medical
complex is steps away from classrooms and where more than $323 million dollars
of the university’s $619 million research awards are health-related. The
humanities intertwine with the sciences more than many realize, and while the
division between them is understandable, there are resources to reconcile it.
Scheduling
often bars STEM students from humanities courses. Admittedly,
one look at the regimented critical tracking requirements for a chemical
engineer confirms that time often does not permit supplementary coursework. Although
some majors, like Chemistry or Mathematics, in the College of Liberal Arts and
Sciences also encounter this problem, CLAS is generally more flexible even when
a preprofessional track is thrown into the mix. Haley
Oberhofer is a third-year chemistry and anthropology dual major on the
premedical track, a diverse combination that she explains in the following way:
“I hope to become a craniofacial surgeon and to
work in developing countries. Biomedical
and cultural anthropology will be extremely pertinent in my future profession.
In order to treat patients, we have to know and understand their backgrounds.” In
Haley’s case, a humanistic foundation is at least as practical as taking additional
STEM courses, which hopefully expels the notion that disciplines like
anthropology are a leisurely indulgence that students cannot afford.
In fact, the entire idea of humanity is
inextricable from the STEM fields. Matt Salis is a
fourth-year mechanical engineering major involved with UF’s Design Build Fly
team, which creates radio-controlled aircrafts for competition. When asked if
he felt his coursework to be gratifying, he reflected, “My relationship
with my classes is that I don’t hate them. I find fulfillment within the actual
application of engineering principles; I have found most of this fulfillment
within the design team I work on. For me there is a huge difference in terms of
fulfillment between solving practice problems in the classroom and performing
the analysis, design work, and manufacturing of an aircraft. This difference
lies mostly in the creative element within design engineering.” The difference
between a physics class and an art history class thus seems to be that one
applies what the other seeks to understand, i.e. being human. Without the
desire to improve the human condition much of the world’s scientific advancement
would never have come into being, therefore begging the question: how effectively
can you help that which you do not understand?
For
many STEM students, the Center for European Studies has the potential to ease
this imbalance. The Center was the first in the nation to receive funding from
the European Union in order to establish its Jean Monnet Center of Excellence,
through which it hosts guest lectures and workshops - opportunities that require
little time investment from a busy physics major. Additionally, many companies
and firms collaborate with their European counterparts and therefore value
employees who can make connections with English engineers or Russian
researchers. For students whose professional goals would benefit from becoming
bilingual, not only does Center offer classes in less common (and therefore
more marketable) languages such as Hungarian and Turkish but it also
distributes Foreign Language and Area Studies (FLAS) fellowships, which provide
funds for students in all subjects to study European languages.
The
separation of knowledge into discrete domains, as universities must unavoidably
implement, is illusory. Descartes, for example, married philosophy and
mathematics in his influential legacy, while Wittgenstein studied mechanical
engineering and aeronautics before contributing to our understanding of
language. In the same way, students today must recognize the importance of the
humanities and their relationship to the sciences – a relationship not of
discord but of harmony.