Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Discovering the humanities chapter 3
Reflection about humanities
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Discovering the humanities chapter 3
This article has allowed me to formulate an understanding of what the humanities are and how they are incorporated into everyone's life. The introduction of A New Deal for the Humanities gave me a clear idea of how different types of people can find different meanings for a subject matter. This passage speaks on how many professionals in higher education fear that the humanities are facing a crisis. The word “crisis” can be seen as a loaded word, just from the highly negative connotation and how it gains the reader’s attention from the beginning. However, if the eloquence about the word “crisis” is withdrawn, the humanities do face increasing pressure from outside parties. In A New Deal for the Humanities, Gordon Hunter and Feisal G. Mohamed
As I said before, math and science are important, but the humanities are just as important, if not more. “The humanities, done right, are the crucible within which our evolving notions of what it means to be fully human are put to the test; they teach us, incrementally, endlessly, not what to do but how to be” (Slouka). This quote taken from “Dehumanized” defines and truly puts Slouka’s beliefs into the perspective of what the humanities should teach students and how they should be taught, which I agree with fully. I believe that without the humanities, we, as humans, would all be the same and there would be no room to be different from one another. Whether it be by our culture, religion, or interests, not two people are alike. Individuals should not be bred into being something that they do not want to be or even like Slouka argues, students should not be a “capital investment” for the future of the economy. Students should be investing in themselves to express who they truly are, rather than being something that the economy expects them to
Howard Zinn: On History by Howard Zinn (2011) is a collection of previously published essays ranging from Freedom Schools in the 1960s, issues in scholarship, to the American Empire. Even though the essays were written over several decades there is a constant theme throughout the work—the activist scholar. Zinn feels that scholars should not be passive citizens concerned with their research alone, but active citizens that use their research to change society. Zinn, unlike other historians, is not afraid to place what he views as right and wrong into his scholarly work. In fact he sees nothing unethical about inserting his opinion or politics into his writing. The society of higher education teaches historians to be objective by removing the person from the reading—removing opinion from writing. Zinn feels that this is a fruitless enterprise, for in the end opinion and politics will enter writing. In Howard Zinn: On History the case is made that for a different kind of historian. Zinn challenges the traditional notion of an historian a more passive scholar that endlessly tries to remove himself, or herself, from their research. Zinn sees this as an impossibility and instead argues for a more active scholar. This is the central theme that runs through Zinn’s book, a theme that should run through scholarship itself.
Hey, Computer Sciences Stop Hating on The Humanities is a magazine article written by Emma Pierson (2017) for employers seeking programmers and universities with computer science programs in which, Pierson addresses the consequences of ignoring the teachings of the humanities in universities. However, with the emphasis Pierson (2017) places on her ‘‘worrisome” thoughts and “difficult dilemma” she has on “algorithms” in paragraphs three and four and in conjunction with McLuhan’s (2009) philosophy of facing the anxiety that comes with critically analyzing flawed “algorithms” that “Narcosis narcotic” hides (para.16), the issue that Pierson targets is really the dependence that systems place on blind and arrogant programmers of flawed “algorithms” that cause “social disparities” (para. 4). These “social disparities” (para. 4) arise because of the programmer’s lack of education and respect or the humanities in moral decision making that universities can teach.
In his book, A New Deal for the American People, Roger Biles analyzes the programs of the New Deal in regards to their impact on the American society as a whole. He discusses the successes and failures of the New Deal policy, and highlights the role it played in the forming of American history. He claims that the New Deal reform preserved the foundation of American federalism and represented the second American Revolution. Biles argues that despite its little reforms and un-revolutionary programs, the New Deal formed a very limited system with the creation of four stabilizers that helped to prevent another depression and balance the economy.
Instead, Sanford J. Ungar presents the arguments that all higher education is expensive and needs to be reevaluated for Americans. He attempts to divert the argument of a liberal arts education tuition by stating “ The cost of American higher education is spiraling out id control, and liberal-arts colleges are becoming irrelevant because they are unable to register gains i productivity or to find innovative ways of doing things” (Ungar 661). The author completely ignores the aspects of paying for a liberal arts degree or even the cost comparison to a public university. Rather, Ungar leads the reader down a “slippery slope” of how public universities attain more funding and grants from the government, while liberal arts colleges are seemingly left behind. The author increasingly becomes tangent to the initial arguments he presented by explaining that students have a more interactive and personal relationship with their professors and other students. Sanford J. Ungar did not address one aspect of the cost to attend a liberal arts college or how it could be affordable for students who are not in the upper class.
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
Ungar, S. J. (2010). The new liberal arts. In G. Graff, C. Birkenstein, & R. Durst (Eds.). “They say, I say”: The moves that matter in academic writing with readings. (2nd ed.). (pp. 190-197). New York: W. W. Norton. This article looks to prove that liberal arts education is just as valuable as “career education” because contrary to general belief, career education doesn’t guarantee high-paying jobs after they graduate.
Burke, Kenneth. "Literature as Equipment for Living." The Critical Tradition (1998): n. pag. Web. 7 May 2014. .
In conclusion, Mark Shiffman wrongly holds fear responsible for the decrease in students studying the humanities. Students today pursue more practical fields of study because the interests of human beings are ever-changing, prioritizing one’s passions is more difficult than determining their objective strengths, and one should focus on their various callings in society rather than striving solely
Humanities have been shaped by various prominent personalities whose contributions have revolutionized numerous areas in the study of humanities. These intellectual and philosophical icons set the foundation for a richer understanding of the humanities.
As I sit down to write about why I have chosen to study history for the past six years of my life and anthropology and sociology for the past three I find myself with a desire to continue my studies and I asked myself this huge, impossible question, why? It is the idea of the question that leads me to believe my reason for studying in the past, present, and future, is my drive to ask questions about what is now, what was, and what will be, and the biggest question of these is the why. Why were things the way they were and how they are now. We live in a world of science, we have a desire to explain everything with an exact answer, a definite right or wrong, a definite way things were or things should be. Humanities undermine this idea. It allows one to open their mind to a never ending world of opinions, beliefs, and truths and explore the ideal of cultural understanding and communication. By studying humanities, particularly the area of Black Culture and African Diaspora, I can be a part of the revolution that holds all peoples thoughts, beliefs, and ways of life, at the highest rega...
In many American colleges and universities, the number of students majoring in humanities has declined greatly in the past few decades. However, professors of different schools have various opinions on the idea majoring in humanities as a pro or con. Schmidt and Hollinger are pro for humanities. Schdmit analyzed data that showed there is no crisis in humanities -- the major decrease of humanities majors dropped by more than half from 1970 to 1985 which greatly reflected gender roles. Women were switching into different fields of studies while men were just as likely to major in humanities today as they were in the past. Hollinger believes higher education is sold to students as vocational
I want to suggest that the very ground on which Plato and many since have dismissed the humanities is in another view the basis for the enduring and vital importance of the humanities today. It is worth remembering that problem solving – the activity prized above all others at an institution such as MIT – is made possible only through the prior activity of problem making. Problem making begins with the recognition that there are questions that have yet to be asked, latent possibilities that remain unexplored. And this, ultimately, is where the humanities may have most to offer us. What may seem like the mere multiplication of “uncertainties” and “doubts” might equally serve as a conduit to new thoughts, fresh insights, and creative solutions.
“SCIENCE HAS BOMBS, and humanities have Britney Spears” (Kershner as cited in Purvis, 2004). This amusing comment, made during a professorial debate concerning which discipline was superior, epitomises the divide that exists between the humanities and sciences. Although the debate has its roots in the Industrial Revolution, in more recent times it was signalled by Snow’s (1959; 1964) discussion outlining the dysfunctional gulf that exists between the cultures. Essentially Snow was critical of the breakdown of communication and understanding between the worlds of the humanities and sciences and blamed this for many of society’s unresolved problems. He was particularly critical of the literary intellectuals: “This loss is leading us to interpret the past wrongly, to misjudge the present, and to deny our hopes of the future. It is making it difficult or impossible for us to take good action.” (Snow, 1964, p.60) In the years that followed there has been considerable discussion and debate about the issue and consequent discussions about the value of the sciences and humanities for society’s wellbeing. For example, Leavis (Leavis & Yudkin, 1963) criticised the notion of a chasm and, in a vitriolic manner, suggested that Snow was simply a public relations ‘stooge’ for the sciences. The argument was deepened by a pseudoscientific hoax paper published in a post-modern cultural studies journal by Sokal (1996a, 1996b), a mathematical physicist, who demonstrated that there was an acceptance of a lack of rigour in published humanities work. There was a furore over this hoax and counter arguments and rebuttals engaged many academics in a bitter dispute, but unsurprisingly an examination of this literature reveals that the protagonists talked ...
For centuries, literature and public dissertations have regarded technology undecidedly, as both curse and cure. It remains tempting to state that the study of humanities in the University has undergone a massive sea change in the past decades as a result of the large-scale implementation of digital information processing and recovery (Berry, 2012). However, such a statement can be regarded as historical, for the reason that it is likely to bring about, precisely, a set of hypothesis regularly cross-examined by scholars in the field of humanities who study technology, technological transformation and the production of knowledge. Without doubt, the advancement in technology has profoundly helped in the study of humanities.