Humanities and science: an unequal competition?
Over recent years the debates on higher education funding have addressed not just whether that funding is sufficient, but also increasingly how it should be distributed. In this context the growing volume of science funding, often linked to economic development priorities, has sometimes raised the issue of whether science and engineering have got a better deal than the humanities, the arts and the social sciences. Sometimes this debate addresses issues of how the humanities can also stimulate the economy, and sometimes it has more generally raised the question of whether we are neglecting disciplines that have major pedagogical benefits and which moreover provide important social and cultural supports.
This issue was discussed last year in the Observer newspaper by the writer Alex Preston. He argued that an attack on the humanities set in under Margaret Thatcher, who attempted to centralise control over universities:
‘She asserted more government power over the universities in an attempt to strong-arm them into complying with her vision of an entrepreneurial, vocational education system.’
According to Preston this has led today to a culture of higher education bureaucracy that spends (wastes?) money on ‘bureaucrats hired to manage the transformation of universities from centres of learning to profit centres.’ In this world the humanities are an immediate target because they are ‘less readily yoked to the needs of the corporate world.’
It is hard to know what to do with this debate. Clearly universities, at least as a sector, need to maintain a balance between the disciplines, though this may still allow some individual universities to specialise. In the meantime one of the welcome developments has been the growth of interdisciplinary dialogue between the humanities and the sciences and the growth of joint projects between them in both teaching and research.
So is there really a war against the humanities? It is probably unavoidable that scientists will, in overall money terms, gain more funding than the humanities because their infrastructure and equipment is much more expensive. Nor is it entirely unreasonable to fund research that will secure major economic growth and benefits. But it is also vital that the university sector overall demonstrates – and is encouraged and funded to demonstrate – the value of the humanities, arts and social sciences. For this to be done satisfactorily, the value and ethos of higher education as a whole needs a more principled expression than it now often gets. That may be the first task to be addressed. And if I may be permitted a bit of self-indulgence, there are worse places to start the reflection than in the introduction to the report of the 2012 review of Higher Education Governance in Scotland (which I chaired).
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