| Thanks. We'll try. |
In your science, mathematics and engineering classes, you’re given facts, answers, knowledge, truth. Your professors say, “This is how things are.” They give you certainty. The humanities, at least the way I teach them, give you uncertainty, doubt and skepticism.This is one of the major objectives of the courses I teach, in statistics and economics. In economics, I want students to realize that when they (or anyone else) suggests there is a simple, easy to understand solution to a major problem the world is facing, it is going to be wrong. We don't have the information to reach easy answers, and in general the easy answers aren't there to be found in the first place. I like to quote Thomas Sowell: "There are no solutions, only tradeoffs."
In statistics, I want students to think in terms of probability rather than certainty, and realize that we can be confident in our beliefs while still being willing to learn. I like to quote Oliver Cromwell: "I beseech you, in the bowels of Christ, think it possible that you may be mistaken."
I also agree with Horgan that science education is increasingly dogmatic, and this is a major problem. Science educators have gotten so frustrated with 'evolution is just a theory' that they fight back with the same fundamentalism, insisting that science gives us things we totally, definitely know for sure:
[...] science if properly taught should incorporate skepticism. But science is becomingly increasingly dogmatic and arrogant in our era, which is why we need the humanities to foster a healthy anti-dogmatism.So if the humanities are teaching students to be more questioning, and to be comfortable in a world of uncertainty, then more power to them. It's nice to have allies.