Counter Argument Importance of Arts and Humanities

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CounterArgument: Importance of Arts and Humanities

CounterArgument on the Importance of Arts and Humanities

Arteducation is not mandatory for the development of critical thinkingskills in children. Teaching children to apply an inquiry-basedapproach remains the single most important step towards learning howto solve challenges (Ryan, 2010). Children who learn to mimicartistic creativity through imagination eventually end up dependingon scientist to solve their problems due to lack of basic scientificskills on the application of an inquiry-based approach to localsolution to their problems. Arts emphasize on mimicking skills thatderail the development of methodical thinking. Creative reasoningwithout scientific principles produces abstract ideas withoutcredible backing evidence. It is not important to teach arts andhumanities to children since it denies them the chance to learn aninquiry-based approach of creating solution to problems they face inlife.

Detrimentsof Arts Creativity to Inquiry-Based Approach Reasoning

Whilecreativity is critical for the development of children, artisticimagination without the application of inquiry-based approach denieslearners the chance to understand how scientific and technologicalconcepts interrelate to make work easier. Scientific thinkinginfluences the development and application of logical andevidence-based ideas that enhance problem-solving capacities (Ryan,2010). Contrastingly, a mere application of arts and humanitiescripples a learner from understanding how scientific principlesinfluence experimentation aimed at finding a better solution in life.Creative thinking that applies inquiry-based approach allows studentsto experience learning from a knowledgeable perspective, whichenhances children to participate in classroom activities withoutfear.

HumanitiesEmphasize Copying Instead of Enforcing Creativity

Childrenlearn arts and humanities by copying dance moves, artistic trends,and concepts through observation that hinders independent thinking.Learners end up innovating by simulating what they see instead ofapplying research-based concepts to discover new ideas that wouldfacilitate a shift from mere imagination to creative development andutilization of concepts. An artistic expression is beautiful butlacks a way of memorizing creativity and imagination. Complete lackof remembrance of creative class activities is caused by the poorpedagogical delivery of art concepts. Contrastingly, application ofscientific knowledge helps children to reproduce whatever they learn.Arts and humanities lack ways of helping children to memorizeclassroom activities because of not using an inquiry-based approachto help learners understand the meaning of the world around them froma scientific point of view.

ArtsNot Good For Children

Learningarts and humanities is not suitable for children since the design ofcurriculum relates to information without allowing children toinvestigate the concepts to understand the connection between theoryand evidence. Practicing arts empowers children, but fails to provideevidence-based learning platform to guide children in distinguishinghypothesis from theory. Therefore, learners of art lack skills tocreate new knowledge since they only copy concepts without anevidence to advance artistic ideas. Therefore, art limits thechildren’s ability to use prevailing knowledge in developing newideas. Moreover, art pedagogical strategies assert for mimicking ofconcepts whereas teachers fail to provide existing knowledgepractices that would link classroom experience to help childrendevelop creativity.

TheFuture Earning Index of Art Graduates

Astudy claims that art and human science graduates earn half the totalthat other graduates in the labor market receive. According to astudy of Tennessee universities, Bachelor’s Degree graduates fromthe humanities and art departments received about $20, 458-27,046 in2011 (Schneider &amp Vivari, 2010). Equally, literature, foreignlanguages, and linguistics graduates earned $25, 089 while Visual andPerforming Arts bachelor holders were paid $26,141 (Schneider &ampVivari, 2010). Social sciences like Psychology, History, and HumanSciences graduates took home between $26,205 and $27, 046 dollars peryear (Schneider &amp Vivari, 2010). Contrastingly, science andtechnology degree holders earned double salary of what graduates fromart and humanities got. For example, the health professionals andengineers earned over $58, 592 on their first-time jobs in 2011(Schneider &amp Vivari, 2010). The information from Tennesseeuniversities depicts an emerging modern trend in which graduates fromart and humanities areas of study earn less than half of what theircounterparts receive for their first-time jobs. Variation of theaverage first-year earnings of most popular bachelor degrees showsthat science-oriented areas of study like health professionals,business, and marketing earned more than $37, 688 while socialsciences earned less than $31, 862 (Schneider &amp Vivari, 2010).Furthermore, education and visual arts degree holders earned between$25,000 and $30,000 only during their first-time jobs (Schneider &ampVivari, 2010). The average earnings data assert the fact thatlearning arts and humanities is a sure way of being a low-earner inthe modern world.

Inconclusion, art and humanities represent a world of the earlychildhood development when children are taught to learn by copying.The detriment of imitating knowledge without understanding theunderlying scientific concepts denies children the capacity toaugment knowledge. Enforcing copying limits the children’s abilityto apply inquiry-based approach to customized make solutions. Lastly,the average first-time employment earning rates for art andhumanities is twice lower to science and related professions.Therefore, exposing children to scientific thinking and applicationof principles of science will increase their creativity, ensurereproduction with evidence, and enhance progressive application ofconcepts they learn to solve problems.

References

Ryan,C. (2010). Current challenges in basic science education. UnitedNations Educational, Scientific, and Cultural Organization. UNESCO,ED-2010/0/WS/42.

Schneider,M., &amp Vivari, B. (2010). The earning power of graduates fromTennessee’s colleges and universities. How are graduates fromdifferent programs doing in the labor market? AmericanInstitutes for Research and Matrix Knowledge Group.

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