INDUCTIVE REASONING 6
Oftenconsidered as key drivers of intelligence, arts and humanities aretwo areas of study that have contributed widely to the improvement ofwelfare in the society. Students borrow largely from these concepts,which also make it possible for the comprehension of society’sculture. Without the arts and humanities, the knowledge andcapabilities of children would not be as well rounded as it isbecause these fields offer learners insights into everything.
Premise1: Children Need the Arts and Humanities for Them to Develop IntoWell-Rounded Individuals.
Mostchildren need the arts and humanities to develop into well-roundedindividuals. Arts and humanities provide children with a soundfoundation of general intelligence, which goes a long way inharnessing knowledge in a number of fields. More often than not, thechildren taking the arts and humanities classes develop a high levelof thinking, as well as problem solving skills (Nussbaum, 2012). Thechildren do not have to rely on the traditional subjects such asmedicine, engineering, and law to have successful careers. Thehumanities and sciences will equip them with relevant knowledge andintelligence to maneuver and survive in the highly global andmulticultural world. For example, the world is full of leaders thatdid not study sciences, but the arts and humanities, showing thesignificance of these disciplines.
Premise2: Children Will Be Less Stressed If They Are Taught the Arts andHumanities
Additionally,when taught the arts and humanities, children will be less stressed.The arts and humanities expose children to activities such as dance,photography, creative writing, and singing among others. Thesedisciplines aid in reducing stress as the learners interact andassociate with these activities. As such, the children develop socialand communication skills that make them, joyful, effective, andopen-minded members of the society. Creative writing influences theyoung generation to view the world in a different perspective. Drama,on the other hand, creates life in history, making it vivid and real.Nussbaum argues that exposure to such concepts engages the brain notonly by facilitating analysis of issues, but also through theconceptualization of new ideas (2012). Consequently, the move fuelsthe academic performance of the children. The young generation standsa better chance of processing, cognitive information and expressingknowledge by learning both fields.
Premise3: Children Will Be Able To Interact With Their Environment Better IfThey Learn The Arts And Humanities.
Ideally,the studies enable children to improve their interaction with theirenvironment. The children learn from the historical information andat the same time question the present, hence creating betterpossibilities for the future. Arts and humanities have proven todevelop critical citizens who are conscious about social justice andequality, thereby leading to an effective democratic system (Kohl &Oppenheim, 2012). The children use the arts and humanities to learncultures, languages, and other skills that support their independentthinking in the society. In a realm where technology is the footingof the society, there is a need to transform from mere consumers ofinformation to skilled creators. Children are able to comprehendtheir surroundings, background, and culture because of the arts andhumanities.
Premise4: Sciences Are More Beneficial Than the Arts and Humanities
Despitethe tremendous strengths that the arts and humanities have, there areseveral concerns. Majorly, the education sector has concentrated toomuch on natural sciences and engineering at the expense of the artsand humanities. Generally, the sciences generate economic growthwhile humanities do not (Nussbaum, 2012). According to Kohl &Oppenheim (2012), sciences also require students to memorize conceptsand particular methods to become proficient. There has also been theargument that majoring in the humanities may lead to personal growth,but interfere with career growth. However, humanities do not restrictstudents to specific notions, but allow the learners to containdiverse perceptions that can be different from those of theirclassmates and instructors.
Premise5: Children Will Be Empowered With A Variety of Methods They CanUtilize To Process Information and Express TheirUnderstandingby Learning the Arts and Humanities
Objectively,many employers in the market are searching for individuals with aphysics major as compared to those who specialized in comparativeliterature. The gap between students from affluent institutions andthose from schools that suffer from a high rate of poverty hascontinued to widen. It therefore, appears like arts and humanities,which aim at creating equal learning opportunities for individuals inthe society have drawn a line between the rich and theunderprivileged.
Thegovernment can take several steps to address the weaknesses, whichthreaten the survival of arts and humanities. According to Nussbaum(2012), the ministry of education should make it mandatory for allstudents to take both arts and humanities irrespective of the areasof specialization. Notably, the critical thinking and problem-solvingskills will make students in science, business and other fields moreproductive. Resource provision should be adequate to ensure that eventhe poorest schools access the arts and humanities studies as part ofthe society’s holistic growth.
Societyshould not undermine the benefits of arts and humanities as they arefar too many. Although sciences are taking priority in the modernworld, the arts and humanities are equally important as they enhancecommunication, social, and interaction skills of children. As shownin the points above, teaching children the arts and humanities isimportant because they help them to develop into well-roundedindividuals that are less stressed, happy, familiar with theirenvironment, and empowered among others. The children do not have torely on sciences to be successful, but the arts and humanities makethem full members of the society that are better, open-minded andefficient. The government needs to sensitize people about theessence of these fields and at the same time strengthen thedisciplines by integrating them into the school curriculum as thefuture of the nation depends on it.
Kohl,H., & Oppenheim, T. (2012). TheMuses Go to School: Conversations about the Necessity of Arts inEducation.New York: New Press, the.
Nussbaum,M. C. (2012). Not for profit: Why democracy needs the humanities.Princeton: Princeton University Publishers.