From: clin@eng.umd.edu (Charles Lin)
Subject: Re: Any Humanities Grads out there?
Date: Wed, 15 Apr 92 22:05:59 GMT
Organization: College of Engineering, University of Maryland, College Park
Originator: clin@coke.eng.umd.edu


In article <1992Apr15.193323.36534@yuma.acns.colostate.edu>, peterson@CS.ColoState.EDU (james peterson) writes:
>In article <1992Apr14.213429.11240@eng.umd.edu> clin@eng.umd.edu (Charles Lin) writes:
>>
>>
>>   I personally wouldn't use the word easier.  Maybe more certain.  One
>>advantage and drawback of LA courses is that there is no right answer.
>>Often, it's how well you argue the point.  I would hope that is the
>>main judging point, but it sometimes isn't.  
>> [stuff deleted]
>
>While it may not have been intended, this observation leads to the
>erroneous relativistic notion that all answers in the humanities are
>of equal value because, as you put it, "there is no right answer."  
>This is far too simplistic:  there are answers that are better,
>and answers that are worse. Many students of technology come to be
>convinced that any subject matter whose questions cannot be answered finally,
>and with certainty, are valueless; but this is mere prejudice.  To be
>sure, knowing that one cannot play the piano with perfection is not
>reason not to try to play better, or not to play at all.  Some infinite
>tasks are worth pursuing.....
>

   I'll agree with that point.  Some answers are better, but there
is no single answer either.   That may just be the result of the
way questions in humanities are asked.  One could ask for specific
occurrences in, say, history just like one asks to solve coefficients
in Fourier series.  The analogous thing to do in engineering is to
say "design this thing" which leaves a more free-formed answer.
It is supposedly quite common in British schools to have essay
questions in math and science.

>>
>>   I will agree that one detraction of LA is that it can be the case that
>>you are simply trying to satisfy the prof. or grader.  I had some
>>
>
>Anyone who takes a course in order to "satisfy the prof. or grader" is
>missing the point of education in general, and that course in particular.
>

    So, they should just do away with grades.

    It's interesting to see that some of those responding in favor
of humanities (and I'm not exactly opposed, just trying to liven
stuff up on the other side of the debate) are in the sciences
and engineering.   Personally, I think that while the numbers
of those in engineering and science who support the ideas of
liberal arts are small, these numbers are larger than the
numbers of humanities majors who feel that science and
engineering are worthwhile to learn (for themselves).

    I have heard several engineers and related majors interested
in philosophy, acting, Shakespeare, etc., but the number of
humanities majors interested in computing or electronics seems
much smaller.

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