What is a liberal arts college in the era of STEM? Is it not merely a corporate job pipeline? Praised as the necessary foundation for economic competitiveness and technological advancement, the STEM model – standing for Science, Technology, Engineering and Mathematics – would have us believe that these are the most important aspects of a modern education, yet it is my contention that this focus has already damaged our capacity to deliver a holistic education, and that it will continue to do so in the years to come.

Clearly, STEM courses are important. There is no question that strengthening these fields of study society-wide is a good idea. Where the idea turns bad, however, is the point at which the focus becomes singular, and thereby a detriment to education on the whole.

A technologically advanced society seems desirable on its face. We credit most of what is good about modern life to such advancement. However, to what end do we advance if we lose our capacity for critical reflection, ethical reasoning and aesthetic appreciation? Is a longer life span still desirable when that life is devoid of human dignity and expression?

In my senior capstone class for Hamline’s philosophy program, we have been investigating the question of what makes a “good life.” Seems almost obtuse on first visit, but the question soon yields the messy and complex reality of human existence. It causes us to ask if our lived experiences are something we would wish upon those coming after us.

To that, I say absolutely not. For those coming after me, I wish a life first of sustenance, but more so of exploration, challenge, wonder and beauty. There is no good reason life can’t be about these things. Some of the bad reasons that we have already surrendered to are: the drive for unending corporate profits at any human cost, the worship of “rugged individualism,” the consumerist programming that starts in infancy and the ever-worsening trend of money being a justification for harming others.

These things are features of our daily lives. If the words “Kakistocracy” and “Kleptocracy” are new to you, go ahead and treat yourself to what passes for a White House press briefing these days. These words are not politically charged; they are flatly descriptive of the character and actions of a wide segment of our governmental leadership today, who seek austerity for the common person and obscene wealth for the elites. Those who wish to perpetuate this power dynamic would rather you did not study history or literature because of the empowerment they know results from it.

This is not a digression but a statement about the very real ills that lurk around the corner for all of us if we remain passive.

Subjects like history and religious studies foster essential human qualities like tolerance and empathy. The student who reads of early Islam’s inclusive attitude and respect for all truths, or who acknowledges the deep commonalities between seemingly divergent traditions like Christianity and Islam, is better equipped to advocate for an egalitarian social coexistence, and can help foster a society that celebrates human collaboration, spirituality and the shared pursuit of wisdom across cultures.

Philosophy can sharpen a student’s ability to parse broken logic and circular reasoning – skills essential for navigating social discourse. The capacity for nuanced, non-binary treatment of the world we observe is nurtured through exposure to diverse humanistic traditions.

Art and music help connect a person to the wonder of human creativity and agency, reminding us that the real magic of life is in our ability to reflect the world to each other in unique and often pleasurable ways, and lend our perspective to one another so that we may be enriched and full.

A purely technical education can equip a person with the knowledge of how to build something, but it is the humanities that compel us to ask why and if it should be built. The literature and philosophy of any age reflect humanity’s triumphs and, often, events now seen as horrific. By engaging with these stories, students develop the moral imagination needed to identify and resist political and social corruption.

The goal of education should be to produce not just capable workers, but engaged and ethical citizens. This requires an understanding of human virtue, the nature of love, fidelity and the shared ethical wisdom that underpins human survival. The humanities help us ensure that creating the conditions for a better life remains part of our social makeup, lest we forget what makes life worth living.

It is my hope that the current retreat of humanities programs at Hamline not only ceases but reverses. As a senior, my time to advocate for this is limited, but I hope these words have resonated and that you carry my concern with you on your own educational path.