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STEM obsession in Hong Kong reveals myopic thinking on the role of the humanities in a balanced education system
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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.
First, the stepped-up effort to introduce STEM education triggers the marginalisation of the humanities, as evident in the mushrooming of initiatives and functional teams relating to STEM. Stretched to an extreme, it is made an independent subject in some schools.
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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Professor David Faure is right in saying, “It is a mistake that the faculties of social sciences and business schools don’t include Chinese history in what they teach” (“To understand China and its future, look to its past, social historian says”, August 2).
How humanities, not STEM, can foster creative innovation
Why Hong Kong students must stay the course on liberal studies
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