STEM obsession in Hong Kong reveals myopic thinking on the role of the humanities in a balanced education system
I write to express my grave concern over the overemphasis on STEM (science, technology, engineering and mathematics) education in recent years in Hong Kong. It is perceived to be forward-looking, but the much-trumpeted STEM education ironically exposes the regressive and myopic thinking of our policymakers.
The humanities (history, geography, languages, etc) are dismissed as being wishy-washy. “Educators” flock to enlist the STEM army, lest certain practices are considered as not being scientific enough and they become associated with stupidity. Yet who should be ridiculed for the blatant neglect of humanities disciplines?
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Thirdly, STEM is not exclusive to a multidisciplinary approach to education; humanities can do the same. Debate education, for example, can develop students’ problem-solving, analytical, critical-thinking and numeracy skills. The training in generic skills, which form the basis of the education reform, serves to equip students with 21st-century skills and the implementation of STEM is not a necessary condition.
As a frontline teacher who believes in a liberal arts education, I have to stress that I do not oppose STEM. What I am against is the idolisation of STEM at the expense of humanities education. The administration should promote a balanced curriculum for the benefit of students and society as a whole.
John Ng, Lai Chi Kok