Interdisciplinary Education Quotes

I had a good experience in college, but I don't think interdisciplinary education is something that's stressed very much at all. It's generally considered to be something of a bad idea.

The antithesis between a technical and a liberal education is fallacious. There can be no adequate technical education which is not liberal, and no liberal education which is not technical.

In the '70s and '80s there was an attempt in K-12 to teach science through art or art through science. The challenge today is how do you build the ethos of art and design into the academy of science.

The '80s were a time of technical wonder in filmmaking; unfortunately, some colleges didn't integrate their film and theater departments - so you had actors who were afraid of the camera, and directors who couldn't talk to the actors.

Scientific education for the masses will do little good, and probably a lot of harm, if it simply boils down to more physics, more chemistry, more biology, etc to the detriment of literature and history. Its probable effect on the average human being would be to narrow the range of his thoughts and make him more than ever contemptuous of such knowledge as he did not possess.

I much prefer STEAM to STEM. The insertion of the A is arts writ large, and when you learn how to think, that means that you actually need to understand how others have thought before you, how have others made sense of the world.

The study of history and philosophy, accompanied by some acquaintance with art and literature, should be for lawyers and engineers as well as for those who study in arts faculties.

I went to McGill University, but I didn't graduate. They won't graduate me because I didn't have a degree in any one thing. I studied everything and they were like, "You studied too many things, so we can't give you a degree."

I don't necessarily want a higher education, I want a wider education. I want to know everything and experience everything.

Learning improves in school environments where there are comprehensive music and arts programs. They increase the ability of young people to do math. They increase the ability of young people to read. And most important of all, they're a lot of fun.

You can't get a degree at Tisch College. It serves as an amplifier for what your focus is. If you're an engineer, you can take courses on understanding how to move a river in Africa to bring hydroelectric power to a community.

I'm a huge fan of the liberal arts approach of teaching you to think, analyze, and communicate, then sending you out into the world to cause trouble.

By a combination of formal training and self study, the latter continuing systematically well into the 1940s, I was able to gain a broad base of knowledge in economics and political science, together with reasonable skills in advanced mathematics, symbolic logic, and mathematical statistics.

I feel very strongly indeed that a Cambridge education for our scientists should include some contact with the humanistic side. The gift of expression is important to them as scientists; the best research is wasted when it is extremely difficult to discover what it is all about ... It is even more important when scientists are called upon to play their part in the world of affairs, as is happening to an increasing extent.

Art that means anything in the life of a community must bear some relation to current interpretations of the mystery of the universe. Our rigid separation of the humanities and the sciences has temporarily left our art stranded or stammering and incoherent. Both art and science ought to be blended in our early education of our children's emotions and powers of observation, and that harmony carried forward in later education.

I have degrees in social science, math and physics. Everything but business.

Our goal is to see Big History become a normal part of high school curricula. I'd love to see it being taught in lots of languages. A global course.

The future consists of cross specialisation; that is how university systems abroad have evolved.

I think it is important to have a balance of science and arts to be able to be accessible in either fields.

Law graduates have always ended up in business, government, journalism and other fields. Law schools could do more to build these subjects into their coursework.

The study of science, dissociated from that of philosophy and literature, narrows the mind and weakens the power to love and follow the noblest ideals: for the truths which science ignores and must ignore are precisely those which have the deepest bearing on life and conduct.

Stanford may be the best university in the world, but you can get all the way through here without knowing where your food came from, without being able to say where we came from, without being able to give a coherent description of why the climate is changing and why we should be concerned about it. So I started teaching a course in human evolution and the environment that's open to all Stanford students, no prerequisites.

And if we must educate our poets and artists in science, we must educate our masters, labour and capital, in art.

Courses in prosody, rhetoric and comparative philology would be required of all students, and every student would have to select three courses out of courses in mathematics, natural history, geology, meteorology, archaeology, mythology, liturgics, cooking.

The role of a liberal arts college within a university is to be a genuine part of that university, giving and responding to the other parts.