[467 Special Edition] Challenges and Opportunities for Humanities Education in France and the U.K.

   From December 30th to January 9th, The Dongguk Post went to Paris and London for overseas coverage. Our overseas coverage article will focus on humanities education in France and the United Kingdom. The importance of humanities education remains significant in Korea and worldwide, but practical investment and attention seem to be increasingly centered on STEM fields. So, we selected “The Extinction of Humanities” as a big theme to examine how students and professors in Korea, France, and the U.K. accept this social phenomenon and how universities in each country provide humanities education. To this end, The Dongguk Post conducted interviews with students living in France and professors of the University of Westminster in the U.K. Through this process, we wanted to remind readers of the importance of humanities and to find out the direction in which humanities education should move forward in a technology and science-oriented society. The Dongguk Post hopes that readers who read this article will have time to consider and appreciate the value of humanities in their daily lives.

The value of the humanities in France

   When we arrived in France, we conducted interviews for coverage, but the next thing we spent the most time on was visiting to museums and art galleries. Paris, in particular, is the city setting for many famous movies and novels. Through visiting to museums and art galleries, we can actually feel that France has held a unique position as a center of culture and art from the past to the present. So, we wondered how humanities education was conducted in this country and whether the students here were also experiencing the problem of “the disappearance of humanities.” 

   We interviewed Gaia (Freshman, Université Jean Moulin Lyon 3). She thinks France does share this perception, since scientific majors are more valued than the humanities. She feels like those who participate in this major feel the importance, but the ones who are not in that department do not feel the importance of it. Among the methods of humanities education in her university, the most impressive thing is the way the major is taught in all of its facets. This kind of education offers open-mindedness. Usually, people who get a humanistic education are more open to discovering new cultures, and they are most likely to have a big cultural knowledge and want to know more about other cultures and costumes. She feels this kind of education is not affected by the teaching and learning process of it, but digital technology affects the process of getting a job, in general in the industry. It is becoming hard to find a job that is not contained by AI nowadays. Moreover, as for globalization people tend to prioritize English, which is known as the business language, whilst, the others are seen as less important. Through this interview, we learned that the current field of humanities is gradually losing its importance even in France, the center of the humanities.

   Furthermore, through the interview with Bang Soo-yeon (Junior, Department of Business Administration) who went to France as an exchange student, we tried to compare and analyze the humanities education methods of France and Korea in more depth. 

   In her opinion, the humanities education in France is focused on developing individual thinking independently. She could feel the difference by taking essay-style tests in which students freely express their opinions and write their opinions on a single topic. Thus, students can learn critical thinking or how to logically express their opinions through the class. On the other hand, humanities education in Korea is more systematic and focused on building knowledge. It seems that it is common to memorize after taking a lecture and be evaluated for the level of knowledge through tests. 

   She learned the importance of humanities education by going to museums rather than the classes she experienced in the exchange school. Whenever she went to museums, she could often see young students sitting around in front of the works, listening to their teacher’s explanations about drawings. France encourages them to be exposed to art, history, and philosophy naturally by visiting art museums, historic sites, etc. from childhood as a field study. She thinks this goes beyond just humanities education and access in the classroom. Moreover, she was impressed that many art museums offer free admission to increase the accessibility of the younger generation. According to her French friends, they encountered art and culture often from an early age, so they naturally became interested in them even as adults. She thinks this environment helps them develop their humanities literacy and artistic sense. 

   Lastly, she wrapped up the interview by saying, “For the development of humanities education, the government and universities should provide humanities majors with opportunities to explore more diverse career paths.” In addition, she said, “It would be nice to increase the opportunity for children to be naturally exposed to art galleries, museums, and cultural events from an early age.” With these interviews, it can be seen that in Korea and France, students and society now tend to place more importance on practical studies than on humanities. However, at the same time they offer somewhat different ways of teaching.

The crisis of humanities in the U.K.: Insights from a leading professor

   In an era where STEM dominates educational priorities, humanities in the U.K. face challenges. The Dongguk Post could hear the story from a prominent professor, Petros Karatsareas, of the University of Westminster. He shares insights into what some describe as a “crisis” in the field and how it reflects broader structural and ideological issues. 

   The professor believes the “crisis of humanities” is far from an exaggeration. Evidence lies in the closure of university humanities departments and degree programs. “If a university in the U.K. has either structural or financial problems, the first degrees to go are always humanities,” the professor notes, emphasizing the tangible impact on jobs and education access. Beyond structural issues, the professor highlights the ideological narrative that devalues humanities, portraying them as less “practical” than STEM disciplines. This perception shapes public attitudes and government funding priorities, further marginalizing the field. 

   Despite these challenges, the professor underscores the integral role humanities play in understanding human culture and society. He argues that Britain’s rich history, cultural heritage, and intellectual achievements are deeply rooted in humanities scholarship. Moreover, the professor stresses the importance of humanities in contextualizing technological advancements. “AI and other innovations might be STEM-driven, but understanding their ethical and societal implications requires a humanities perspective,” he asserts. Faced with a shifting landscape, the humanities educators in the U.K. are emphasizing “employability.” Universities now highlight how humanities degrees cultivate transferable skills like critical thinking, analysis, and adaptability. This approach aims to demonstrate that humanities graduates are equipped for diverse careers. However, the professor warns against focusing solely on market-driven skills at the expense of deeper engagement with humanities disciplines. “Students should recognize the broad applications of their degrees without losing sight of the knowledge and expertise they have gained,” he warns. 

   To preserve and promote humanities, the professor calls for stronger government support—both in funding and in public messaging. He advocates for policies that recognize the historical and cultural contributions of humanities, countering narratives that dismiss their relevance. Humanities are not a luxury for the elite; they are foundational to human progress. The professor envisions a future where humanities and STEM work in tandem, complementing each other to address complex challenges.

   Humanities education is facing challenges globally, with a growing emphasis on STEM fields and practical studies. In France, despite its cultural heritage, the value of humanities is gradually diminishing, as students and society prioritize more vocational disciplines. However, through the interviews, we were able to confirm that the French educational system encourages critical thinking and open-mindedness through diverse learning methods, fostering a deep cultural appreciation. Similarly, in the U.K., humanities are considered less practical, with departments closing due to financial and structural issues. Despite this, scholars argue that humanities are essential for understanding human culture, ethics, and the societal impact of technological advances like AI. Both France and the U.K. emphasize the need for a balanced approach that integrates employability skills without sacrificing the core value of humanities. This is a crucial lesson for Korea and other countries, urging them to preserve and promote humanities education while adapting it to the changing global landscape.

Kim Do-hyun, Post Reporter

2022110163@dgu.ac.kr

Byeon Jeong-won, Post Reporter

2022111310@dgu.ac.kr