A REACTION : The Excision of Courses in the Humanities and the Social sciences

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 As a social science teacher, I have always encouraged critical thinking in my classes. I make it a point that my final examinations (oftentimes extemporaneous speaking) include questions that require students to apply critical thinking skills. Personally, this is how I gauge my students’ intelligence - not only on the extent of their knowledge and understanding of social issues, but also the depth of their insight and analysis.

Students who are merely good at memorizing theories and concepts do not impress me as much as those who are able to think beyond the box and relate these theories and concepts to real-life situations. For me, true learning is reflected in a student’s ability to analyze, interpret, and apply knowledge meaningfully to society and everyday life.

Critical thinking and holistic learner development become difficult to be fully achieved when courses in the humanities and social sciences are radically removed from education. These disciplines cultivate reflection, ethical reasoning, empathy, cultural awareness, communication skills, and the ability to analyze human behavior and social realities—qualities that are essential to forming well-rounded individuals.

While technical and specialized fields develop professional competence, the humanities and social sciences nurture the human dimension of learning. Philosophy teaches logical reasoning and ethical discernment; history develops contextual understanding; literature deepens imagination and empathy; and the social sciences help learners understand society, culture, and human relationships. Without these areas, education risks becoming purely utilitarian—focused only on skills and productivity rather than wisdom, citizenship, and moral responsibility.

Critical thinking itself is not merely the ability to solve technical problems. It also involves questioning assumptions, evaluating perspectives, interpreting meaning, and making informed judgments about complex social and moral issues. These capacities are deeply rooted in the humanities and social sciences. Their removal may produce graduates who are technically proficient yet limited in social awareness, ethical sensitivity, and civic engagement.

Holistic learner development requires educating not only the MIND for work, but also the HEART for compassion, the CONSCIENCE for justice, and the SPIRIT for responsible participation in society. Thus, rather than excising humanities and social science courses, education systems should integrate and strengthen them alongside scientific and technical disciplines to ensure the formation of CRITICALLY THINKING, SOCIALLY RESPONSIBLE, AND FULLY HUMAN PERSONS.

05.07.26

 

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