The Rise of STEAM WORDS and ART by CLAIRE TOLLES
The age-old friction between analytical minds and creative thinkers comes to a head in our modern age of advanced technology and innovation. Where do students and teachers stand? How does society play a role in influencing education? And, most importantly, how can the education system move forward with such discord? And the topic? STEM versus Humanities.
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he die is cast. The lines are drawn. Society picks sides, spitting arguments across a widening chasm of dysfunction and disagreement. There can be no doubt that STEM (science, technology, engineering, and mathematics) “enjoys a definite advantage when it comes to funding and popularity at this moment,” said Humanities Director Dr. Charles Donelan, “but I’m not convinced that this moment will last.” Especially today, in the age of exponentially-advancing technology, schools and businesses alike sing STEM’s praises. Of course, perception does take a hand in this societal imbalance. “There are stigmas to both. I don’t know how we begin to disassemble them,” said Upper School Head Melissa Alkire. Whether due to parental pressure or the fear of college admissions, students feel the need to beef up their transcripts with STEM-focused courses and APs. “All these stigmas hurt our ability to think critically and be analytical and creative,” Alkire said. But, perception--no matter how unfounded--is usually based upon a kernel of reality, and in the case of STEM hype, the reality is a strong argument. “I think it really is for practical reasons,” STEM program director Staci Richard said. “I’m sure the range in humanities is wide too, but I think it’s the practical nuts and bolts: we need vaccines, we need to figure out our energy grid and what sustainable energy looks like.”
The path of an artist or writer or historian is more shrouded than that of a medical professional or science researcher. “There is a clear linear [progression]” for STEM students, explains Alkire, “At the end of my history degree, I didn’t have interviews at history firms; they don’t exist!” This simple truth provides universities across the globe a justification for their emphasis of the sciences. The American Affairs Journal stated that, in 2018, the U.S. spent more money on STEM education than “the entire Israeli military budget.” And, like ducklings waddling after their mother, secondary schools “mimic
theorems, and facts so there is not as much room for creativity.” Whether it is acknowledged or not, there is an underlying perception that some students are good at science and others predisposed to the arts often, those stereotypes go hand-in-hand with gender divisions. Students who display analytical thinking are self-proclaimed as scientists or mathematicians or non-creatives. “There can be people that are interested in both,” junior Zoë Stephens said, “but I think they lean one way more than the other.” Students who express interest in both fields usually feel pressured to pick one or the other. For this reason, labels are counterproductive. According to Donelan, “The right-brain, leftbrain distinction strikes me as an oversimplification. Good scientists are creative, and good artists understand the world in a way that’s at least partly scientific.” Therein lies the crux of the issue. This intellectual split between the analysts and the dreamers is a man-made artifice—an invisible line in the sands of culture. The current climate might celebrate STEM accomplishments, but without the context of history and the enriching culture of artists, musicians, and writers, humanity’s accomplishments are lackluster. “For example, without the ability to explain science to non-scientists in a way that’s
“There is definitely a stigma associated with STEM more so than the Humanities Department.” the priorities of higher education” and will “likely continue [to do so]” Donelan said. Laguna is no exception. With the construction of long-promised science facilities on the upper school campus, “Laguna has focused on building out STEM,” Richard said. But the issue is not isolated to societal perceptions and external pressure. As a self-proclaimed humanities student, junior Sofia Anderson notices the disparity between the arts and sciences; “There is definitely a stigma associated with STEM more so than the Humanities Department. “STEM is based on subjects like science and math which consist of rules,
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