Zakaria
comes close to acknowledging that the “crisis” rhetoric of so-called reformers
is a myth, or as Berliner and Biddle called it years ago, “a manufactured
crisis.”
The
demand to expand STEM is often accompanied by disdain for liberal education,
writes Zakaria:
"From President Obama on down, public officials
have cautioned against pursuing degrees like art history, which are seen as
expensive luxuries in today’s world. Republicans want to go several steps
further and defund these kinds of majors. “Is it a vital interest of the state
to have more anthropologists?” asked Florida’s Gov. Rick Scott. “I don’t think
so.”
"America’s last bipartisan cause is this: A liberal education is
irrelevant, and technical training is the new path forward. It is the only way,
we are told, to ensure that Americans survive in an age defined by technology
and shaped by global competition. The stakes could not be higher.”
But,
he writes, to de-emphasize the humanities would be a huge mistake:
“This
dismissal of broad-based learning, however, comes from a fundamental misreading
of the facts — and puts America on a dangerously narrow path for the future.
The United States has led the world in economic dynamism, innovation and
entrepreneurship thanks to exactly the kind of teaching we are now told to
defenestrate. A broad general education helps foster critical thinking and
creativity. Exposure to a variety of fields produces synergy and cross
fertilization.
"Yes, science and technology are crucial components of this
education, but so are English and philosophy. When unveiling a new edition of
the iPad, Steve Jobs explained that “it’s in Apple’s DNA that technology alone
is not enough — that it’s technology married with liberal arts, married with
the humanities, that yields us the result that makes our hearts sing.”
Zakaria
then makes a point I have made again and again to those who lament
international test scores:
“In
truth, though, the United States has never done well on international tests,
and they are not good predictors of our national success. Since 1964, when the
first such exam was administered to 13-year-olds in 12 countries, America has
lagged behind its peers, rarely rising above the middle of the pack and doing
particularly poorly in science and math. And yet over these past five decades,
that same laggard country has dominated the world of science, technology,
research and innovation.”
Sweden
and Israel have poor scores on the same tests, yet are high on investment,
entrepreneurship, and innovation. There are characteristics that are more
important than test scores:
“They
are flexible. Their work cultures are non-hierarchical and merit-based. All
operate like young countries, with energy and dynamism. All three are open
societies, happy to let in the world’s ideas, goods and services. And people in
all three nations are confident — a characteristic that can be measured.”
The
defining characteristic if a successful society, he concludes, is its ability
to hone creativity and critical thinking skills. And for that, both the
sciences and liberal arts are necessary.