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Science is an important part of education, but so are sports, art, music and literature. Photo: Shutterstock

Letters | Could undue focus on science in Hong Kong produce a generation lacking in empathy?

  • To see musicians, writers or athletes, however talented, as having a lower potential to be valuable social assets, is a stinging slap in the face for educators keen to promote the holistic development of students
Education
It does not come as a surprise that we had another round of applause for STEM (science, technology, engineering and mathematics) in the letter from Andy Lau (“Why Hong Kong STEM push is justified: scientists are a bigger asset to society than musicians or athletes”, February 16).

What is appalling, though, is the use of STEM to undermine the value of music, sports and literature, as suggested in the letter. Those who excel in these areas are seen as having a lower potential to be valuable assets, however talented. This is a stinging slap in the face for educators who are keen to promote the holistic development of students.

It is misguided to invest education with ulterior social motives. As the adage goes, “The heart of education is the education of the heart”. Scientific innovations may bring us materialistic convenience, and yet we may fail to appreciate the value of beauty, culture, and life itself.

As Professor Eugene Eoyang, former president of the American Comparative Literature Association, rightly put it, literature is essential to our success in any field because it helps foster our “creative imagination, vicarious sympathy and capacious intuition”.

What use is education if our next generation is only obsessed with technical know-how without knowing how to express their emotions, empathise with others or make moral judgments? An education system that places an undue emphasis on STEM over values education poses a threat to our future prosperity, because it could churn out clever specialists without an emotional quotient or human empathy.

Scientific innovations may bring us materialistic convenience, and yet we may fail to appreciate the value of beauty, culture, and life itself
The scrapping of the 3-3-2-2 entry requirement by some local universities may seem to be a relief for JUPAS applicants, but Mr Lau may not know that there were as few as about 10 students who flunked one of the core subjects and shone in STEM-related subjects in each of the last few years, according to a careers teacher seminar I attended late last year.

In the modern world, there is no reason why we should resist technological advancement. STEM has its place in education, and so do cultural, health and values education programmes.

A balanced curriculum nurtures a balanced life. As government schools and aided schools account for the vast majority of schools in Hong Kong, the Education Bureau has a vital role to play by allocating a similar amount of resources to the two arenas. Let’s not forget that the swimming and tree-climbing mentioned in Mr Lau’s letter are sports activities.

John Ng, Lai Chi Kok

This article appeared in the South China Morning Post print edition as: Could Hong Kong’s focus on science produce a generation that is lacking in empathy?
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