The Sciences and the Arts: Are we seriously still debating this in 2023?

PICTURE this: Many years ago, the dream of securing a scholarship to undertake a humanities degree was crushed for many people because the pursuit of passions like linguistics and literature was unjustly labelled insignificant, a casualty of local funders’ scepticism about their “critical” relevance. Consequently, most of these aspiring scholars were compelled to seek alternative sources of funding. More tragically, some were even driven to relinquish their dreams to work in the fields of the arts and humanities entirely.

Meanwhile, governmental funding and allocation of resources were and continue to be reserved for science streams, thus creating a rift that haunts us today in more ways than we can ever imagine.

The effects of neglecting the arts and humanities resonate loudly as we navigate a world that values the sciences above all else. The local education landscape is not only lopsided but increasingly regressive, as the trend of favouring STEM (Science, Technology, Engineering, and Mathematics) subjects over the arts and humanities has become a troubling and frustrating norm.

But we are not debating mere subjects here, we are battling outdated mindsets that carry on ignoring the importance of the arts and humanities, inevitably stifling creativity, quashing individuality, and perpetuating false divisions.

The prevailing misconception that the arts play a subordinate role to the sciences is a fallacy that undermines the intrinsic value of scholarly pursuits and knowledge-building. Such a hierarchy fails to recognise that the arts are vital in shaping our understanding of the world and our place within it.

The relationship between the arts and the sciences is constantly framed around the false impression that these two areas of knowledge are mutually exclusive and incompatible, and that one is better than the other. In fact, debates concerning the arts, humanities, and sciences have been characterised as a sort of neverending cultural war.

Despite the seemingly acrimonious relationship between the arts and sciences, however, history shows us that the sciences and the arts are more than their misconceptions – that they are complementary rather than incompatible bed fellows. While the sciences delve into the realm of empirical evidence, the arts similarly engage with, among other things, the intricacies of human emotions, cultures, and societal dynamics. This is the harmony that exists between the two but, somehow, it is still largely overlooked in Malaysia.

Malaysia’s privileging of the sciences in its effort to push for better scientific education comes at a cost to the arts and humanities. This bias is motivated by the prevailing idea that the sciences have an important role to play in Malaysia’s development.

More often than not, we see many subfields of science designated as core or critical areas in academic institutions to encourage more students and scholars to pursue the advancement of the sciences. This perception that the sciences are important is not necessarily wrong. Malaysia’s education policies are reflective of how the sciences are important.

In 1967, to encourage more enrolment in the sciences, the Education Ministry introduced the 60:40 ratio policy. This meant that secondary schools needed to encourage 60% of students to enrol in the science stream as opposed to the arts. Understandably, this was a necessary move during a time when the country was just a fledgling nation and needed to develop fast.

However, 56 years on since the policy was introduced, the world has changed remarkably and Malaysia has grown exponentially. There is a need to confront growing challenges and anxieties such as accelerated climate change, global food security issues, and mass displacement. Rather than adapting our educational policies to include arts and humanities’ perspectives in addressing the human aspect of these issues, Malaysia’s policy regarding the arts and sciences has stagnated.

Obviously, technological advancements in fields such as automation and artificial intelligence underscore the continued importance of the sciences in the 21st century. However, they also demonstrate an urgent need to consider perspectives from the arts and humanities to help question and examine the human implications of these technologies.

This bias in favour of the sciences is not only evident in financial support but also extends to other advancement opportunities such as those in academia. In instances where there are quotas, a significant portion of these positions are typically reserved for individuals in STEM disciplines. This leaves social scientists and those from the humanities, for example, with limited options for advancing their academic careers through such avenues.

This skewed allocation of opportunities poses a significant challenge for individuals in non-STEM fields, potentially hindering their progress and contributing to an imbalance in the representation of discipline within academia. In some cases, a glaring disparity can be observed in the allowances provided to social scientists and humanities scholars compared with their counterparts in STEM disciplines.

In Malaysia, the decline in student interest in STEM subjects over the years is not a recent revelation. Despite decades of funding and allocation of resources to develop STEM education in the country, students are still turning away from pursuing STEM subjects in upper secondary schools and tertiary education. While there are many factors at play, such as student perception that the sciences are difficult and a lack of job opportunities related to STEM in the country, perhaps the answer to this problem lies with the much neglected arts and humanities.

Currently, there is no real integration of the arts into the approach to the sciences as they are often treated as separate silos. What if science could shed its monochrome exterior and don the hues of creativity? Imagine learning about the wonders of the cosmos through captivating narratives that rival the most enthralling works of fiction. Visualisations and artistic representations could transform complex equations into mesmerising patterns that dance across scenes.

Hands-on experiments, reminiscent of artistic experimentation, could kindle a sense of wonder and discovery. Real-world applications of scientific breakthroughs could become tales of heroism, where innovation champions the cause of humanity.

To do this, we need to start looking at the arts and humanities on an equal footing with the sciences. Nations such as Britain, Japan, Singapore and the United States have acknowledged this and make continued efforts to integrate and promote both the sciences and the arts as equally critical to development at personal and national levels.

As Malaysia moves towards its envisioned *Madani future, a significant concern has arisen, sparking discussions centred on STEAM instead of STEM since early 2023. This integration encompasses humanities, language arts, dance, drama, music, visual arts, design, new media, and more, positioning it at the heart of these conversations.

However amidst these discourses it is hard to ignore the elephant in the room: are we genuinely ready to dismantle the ingrained hierarchy that has long placed STEM on a pedestal? Are our readiness and willingness for change authentic, or are we paying lip service to the notion of granting arts an equal standing in education?

This complex challenge reaches beyond the mere addition of an “A” to STEM; it necessitates a profound reevaluation of our values and priorities. We need to drive a transformation that transcends mere buzzwords – an earnest recognition of the inherent significance of every discipline to the nation’s progress now and beyond the 21st century.

Development must be driven by and for the people, anchored in ethics, morality, and collective values. It is here that the intersection of arts and sciences become crucial.

There shouldn’t be a need to define “critical areas” because the dichotomy shouldn’t even exist in the first place. The attempt to define this can inadvertently perpetuate hierarchical structures, biases, and prejudices within education. By singling out certain disciplines as more essential or valuable than others, we risk reinforcing an unequal distribution of resources and attention. This can lead to devaluation of certain fields of study and hinder the holistic development of students and society.

The readiness for change extends beyond academia – it penetrates societal norms, parental aspirations, and individual mindsets. There is an urgent need to emancipate our education system from outdated hierarchies and to wholeheartedly champion the untapped potential within every realm of knowledge to make Madani happen.

More importantly, we must recognise that the arts are not an “alternative” to STEM, they are complementary forces that, when combined, create a more complete and resilient society. The value of creative expression, critical analysis, and historical understanding should be as celebrated as advancements in technology and scientific breakthroughs.

DR WAN NUR MADIHA RAMLAN and DR SITI NURADILLA MOHAMAD JAMIL

Department of English Language and Literature

AHAS KIRKHS (AbdulHamid A. AbuSulayman Kulliyyah of Islamic Revealed Knowledge and Human Sciences)

International Islamic University Malaysia

*Madani refers to the values that the government of the day wants to use as a framework for its policies: keMampanan (sustainability), kesejAhteraan (prosperity), Daya cipta (innovation), hormAt (respect ), keyakiNan (trust), and Ihsan (care and compassion).