Humanities/Arts

By

Abstract

Arts and humanities are considered as two of the oldest fields of knowledge available to man.
The difference between the two is often seen with ambiguity. While art is seen as a more all-
inclusive field, humanities, on the other hand, takes into consideration a diverse and oftentimes
unrelated set of disciplines from literature to political history. Though the definition of the term
"art" is still being debated by scholars and art enthusiasts, a widely accepted meaning can be
extracted when taking into consideration the similarities behind countless art forms available
nowadays. Humanities on the other hand focuses on the more man-centered disciplines
compared to art. These are academic fields in which the human condition is prioritized rather
than their works. Comprising the experiences of man seen in a more personal, cultural and social
context, humanities emphasize a more analytical and critical method of study as opposed to art's
emotionally-biased perspective. Humanities happen to be a subject that seem to enjoyed less
recognition in contemporary times unlike the natural and physical sciences. These areas of
humanities which accommodate concepts such as citizenship education, civic education, ethics
and morality seem to be the most absent in contemporary Nigerian societies. Thus a necessity to
apply and establish the humanities/arts. The paper applied the philosophical research
methodology through the analysis ranging from speculative, analytical philosophy and
prescriptive philosophy. The paper recommended that the subject areas in the humanities and arts
can go a long way to discontinue the ugly trends of cultism, cybercrime, prostitution etc
Introduction

Arts and humanities are considered as two of the oldest fields of knowledge available to

man. The difference between the two is often seen with ambiguity. While art is seen as a more

all-inclusive field, humanities, on the other hand, takes into consideration a diverse and

oftentimes unrelated set of disciplines from literature to political history. Though the definition

of the term "art" is still being debated by scholars and art enthusiasts, a widely accepted meaning

can be extracted when taking into consideration the similarities behind countless art forms

available nowadays. Various schools teach it as the result of a process in which an individual

assembles and organizes items in such a way that it provokes the emotions and wisdom of those

who view it. It can also mean a number of things. While it can be considered as the finished

product of the artist, art can still be referred to as the skill of crafting the artwork itself. Some
school of thoughts even defines art as the feeling of arousal whenever a specific art is being

viewed. It is already acknowledged that art can be one of the most controversial aspects of life

due to its vague exactness. While the term is highly debated as of now, art is ironically found

everywhere. Art as a term dates back to the thirteenth century. From the Indo-European root "ar,"

which means to "assemble or join," it has since encompassed a number of forms such as

literature, film, music, sculpture, painting, and, more recently, photography.

Humanities focus on the more man-centered disciplines compared to art. These are

academic fields in which the human condition is prioritized rather than their works. Comprising

the experiences of man seen in a more personal, cultural and social context, humanities

emphasize a more analytical and critical method of study as opposed to art's emotionally-biased

perspective. As mentioned, the disciplines can be as broad as possible. These include language,

history, literature, religion, philosophy, theater, music, and even the various social sciences

which include sociology, politics, technological studies, and much more. The study of

humanities dates back to Ancient Greece when its rulers made it basic education for all the

citizens. Even the Romans have participated at one point or another when they included in their

curriculum arithmetic, music, astronomy and logic, topics which, at the present, are considered

disciplines of humanities. However, the views on these disciplines back then were more personal

and routine. During the advent of the Renaissance period, these fields have been taken more

seriously, turning them into subjects of study rather than practice. It is in this era where

literature, painting and history were given the utmost importance. Regardless of their rich history

and achievements, the query still remains. What is arts and humanities? Despite that question

which ominously hovers within the various academes around the world, there is no denying that

such definitive mystery entails man's never-ending quests for intellectual improvement.
Although two separate fields of study, art and humanities have long been a part of man's life

whether one likes it or not.

The humanities use methods that are primarily critical, or speculative, and have a

significant historical element (Oxford Dictionary 2021) as distinguished from the

mainly empirical approaches of the natural sciences (Oxford Dictionary 2021) yet, unlike the

sciences, it has no central discipline (Rens 2013).  The humanities include the study of ancient

and modern languages, literature, philosophy, history, archaeology, anthropology, human

geography, law, religion, (Rens 2013) and art. Scholars in the humanities are "humanities

scholars" or humanists (Rens 2013). The term "humanist" also describes the philosophical

position of humanism, which some "antihumanist" scholars in the humanities reject. The

Renaissance scholars and artists are also known as humanists. Some secondary schools offer

humanities classes usually consisting of literature, global studies and art.

Human disciplines like history, folkloristics, and cultural anthropology study subject matters that

the manipulative experimental method does not apply to—and instead mainly use

the comparative method (Rens 2013) and comparative research. Other methods used in the

humanities include hermeneutics and source criticism.

Origin of the Term

humanitatis, or "study of humanitas" (a classical Latin word meaning—in addition to

"humanity"—"culture, refinement, education" and, specifically, an "education befitting a

cultivated man"). In its usage in the early 15th century, the studia humanitatis was a course of

studies that consisted of grammar, poetry, rhetoric, history, and moral philosophy, primarily
derived from the study of Latin and Greek classics. The word humanitas also gave rise to the

Renaissance Italian neologism umanisti, whence "humanist", "Renaissance humanism".[41]

History
In the West, the history of the humanities can be traced to ancient Greece, as the basis of

a broad education for citizens (Levi, 1970). During Roman times, the concept of the seven liberal

arts evolved, involving grammar, rhetoric and logic (the trivium), along

with arithmetic, geometry, astronomy and music (the quadrivium) (Levi, 1970). These subjects

formed the bulk of medieval education, with the emphasis being on the humanities as skills or

"ways of doing". A major shift occurred with the Renaissance humanism of the fifteenth century,

when the humanities began to be regarded as subjects to study rather than practice, with a

corresponding shift away from traditional fields into areas such as literature and history. In the

20th century, this view was in turn challenged by the postmodernist movement, which sought to

redefine the humanities in more egalitarian terms suitable for a democratic society since the

Greek and Roman societies in which the humanities originated were not at all democratic(Levi,

1970). 

Benefits of Humanities

A humanities education preserves the great accomplishments of the past, provides insight

into and understanding of the world we live in, and provides the tools to imagine the future. It is

through a humanities education that students are empowered to make moral, spiritual, and

intellectual sense of the world. In addition, a humanities education enables students to weigh

evidence skeptically and consider more than one side of every question. The humanities truly

develop informed and critical citizens, thus insuring democracy. The following skills—all
introduced or strengthened through a humanities education—are among the skills and qualities

today’s employers consistently value:

 Critical Thinking

 Teamwork

 Communication

 Empirical and Quantitative Reasoning

 Personal and Social Responsibility

Importance of Arts

"As the repression builds, art comes to be regarded as 'time off for good behaviour' or as

'therapy'" and how the ease and carefreeness of the arts are supposed to bring joy and a sense of

calmness."[2] It is used to destroy the monotony of a regular school day, put a dent in the

relentlessness of arithmetic and reading. Art should be seen as means of therapy, never

something made to cause unrelenting stress and difficulty. If a student becomes less tense and

wired up from stress in their learning environments, then they will raise up their grades in other

classes, such as maths, English, or science. To give off a relaxed vibe, putting art on the wall

tends to provide a calming environment that produces a sense of peace and serenity. Arts-related

activities are important for so much more than just keeping your child busy or relaxed. They’ve

been proven to boost a child’s self-image. The self esteem, confidence and pride that comes from

art in education is truly incredible and each child should be able to experience that (Levi, 1970). 

The benefits of arts education programs in schools can also extend beyond therapeutic practices.

Involvement in the arts can lead to increased academic performance. For example, students who

participate in an arts centered program show increased performance in both verbal and

mathematical assessments (Vaughn and Winner, 2000). In places like the United States, arts
education is not as valued. However, some national reforms like the No Child Left Behind Act

(NCLB) requires that arts education, visual and performing, be considered core subjects as they

have been proven by many tests to work. Through these requirements schools gain the funds to

implement subjects and supplementary items, like books and calculators, that students may need

to be successful. Schools can also gain funds by participating in national and regional

standardized tests, these tests however, only test students on their ability to perform high in

subjects such as math, literacy, and science. Art courses aid student's ability to perform high in

these subjects as they challenge a student's brain. Tests like the Mozart effect, the effect that

learning and listening to classical music have on the brain, gives students the ability to learn,

reduce stress, and positively change sleeping patterns more easily.

Art programs within education has its importance in not only expanding the mind but

keeping kids off the streets and out of the correctional system. Studies show that students with art

programs are three times more likely to graduate than those who don't. Art programs give kids

somewhere to express themselves if they don't have the support to do that at home, it also gets

kid to think creatively and inventively, expanding a kids way of thinking in general. Kids that

had access to art programs or afterschool programs had better grades, it allowed them to improve

their overall skills in school. All of these things are ways that kids keep from getting "bored" in

school and getting in with the wrong crowd. Keeping art programs in schools is an important

way to keep our kids safe and smart.

Cognition and emotion through artistic education

Imagination, creativity and innovation are present in every person, even if sometimes

only in a potential state; and therefore they can be cultivated and applied. Between these three

basic processes there are close connections: imagination is the characteristic of human
intelligence, creativity is the ability of the imagination to be properly applied, and innovation

complements the process by using critical judgment in the development and application of an

idea. In this study we assume that all people have a creative potential. Arts provide the

environment and determine the practice of creative development, thus cultivating imagination,

emotional intelligence, individual and collective initiative, critical thinking and free action. At

the same time, artistic education stimulates cognitive development in relevant directions so that

beneficiaries are adapted to the needs of the society in which they live.

Experimentation and development of knowledge and appreciation of art allow "the

development of unique perspectives in a wide range of areas, perspectives that cannot be

discovered by other means of education" (Levi, 1970).  In order for adults and children to

actively participate in cultural and artistic life, they need to progressively learn, understand,

appreciate and experience diverse artistic expressions, share and explore various aspects of life.

According to researchers Mary Helen, Immordino-Yang and Antonio Damasiao (in Levi, 1970). 

nowadays one can notice the growing differences between cognitive and emotional processes,

differences caused by the increased emphasis on learning environments, on developing cognitive

abilities, while emotional processes are less valuable.

This emphasis on cognitive capacities at the expense of the emotional sphere is an

important factor in the tendencies of moral decline of contemporary society. Cognitive

capacities, but equally, emotional capacities are becoming more and more important in order to

meet the challenges of the present century, especially in Nigeria. Due to social changes affecting

family structures, children are often deprived of parental attention. Due to the lack of

communication and close relationships in family life, children are now exposed to problems they

are unable to cope with emotionally. Moreover, the transmission of cultural values and artistic
practices in the family environment is becoming more cumbersome in rural areas, and in urban

areas it is almost entirely lost. In decision-making, emotional processing is an active part for

various actions and ideas, setting the direction of reflection and judgment. Without emotional

involvement, any decision, action or idea will be based solely on purely rational terms. The

consciousness of moral behavior, which is part of the solid preparation of being a citizen,

requires emotional participation. 21st century societies are increasingly demanding creative,

flexible, adaptable and innovative individuals, so education systems need to evolve in such a way

as to provide conditions for both cognitively and emotionally balanced development. Artistic

education is able to develop these skills, encouraging free expression, critical environmental

evaluation, and active engagement in various aspects of human existence.

Education for art, through art, with the help of art

In all cultures, art is an integral part of life, an area that provides an optimal framework in

which creation and learning are interconnected. The benefit of introducing arts and cultural

practices in learning environments results in an intellectual, emotional and psychological balance

in the development of individuals and society. A study published in 2006, applied to forty states

and international organisations, led by UNESCO in collaboration with the International

Federation of Arts Councils and Culture Agencies (IFACCA) and the Australia Council for the

Arts highlights that: a) arts are included in educational policies all over the world; arts are

differentiated according to specific cultural contexts, and the biggest differences arise between

economically developed and developing states; b) arts serve different purposes, including

education for art and education through art.

UNESCO supports two main approaches to artistic education, which can be implemented

simultaneously but which, at the same time, must remain distinct. Art can be addressed in
education as a study of individual disciplines and will therefore develop both sensitivities,

processes, knowledge, specific artistic skills, and the ability to appreciate art. Education that

emphasizes the value of various cultural - artistic, multi- and inter-cultural perspectives, of

specific artistic languages, is education for art. Instead, education through art or "arts in

education" (IEA) (Michael 2005). is seen as a cumulation of learning and teaching methods in

which skills, knowledge and processes are engaged throughout the curriculum for very varied

purposes, and cultural and artistic dimensions are included in all subjects in the curriculum. The

approach to learning through art/culture underlines how traditional and contemporary cultural

expressions, resources and practices can be used as learning tools. Specifically, the second

approach highlights the potential of art to play an instrumental role, both formally and

conceptually, as a vehicle to convey knowledge and mobilize learning methods for different

disciplines. Arts and cultural traditions related to them are a means of addressing and/or

understanding much more deeply the general aspects of natural societies and locale where the

child resides or where he is born.

Humanities and Ethical Values

In current day societies around the world, and most especially in Africa, moral decadence

seems to have become a household plague that seems no longer news. Several strides have been

attempted and many seem to have proven abortive. This problem has largely become a topic that

deserves the attention of every academic discourse and the humanities/arts are no exceptions.

Apart from the importance attached to this societal scourge, the problems of morality cum ethics

lie centrally in the field of not just philosophy but as well in humanities, and in extension the

arts. Prevalent issues amongst the youths such as election thuggery, robbery, youth restiveness,
cultism, prostitution, exam racketeering and cybercrime are issues that bother on ethical virtues

such as trustworthiness, trust respect, responsibility, etc. these virtues shall be discussed below:

Trustworthiness means being worthy to be relied upon; worthy to have confidence in. It includes

such traits as integrity, honesty, promise keeping and loyalty.

Trust is essential to meaningful relationships, enduring and rewarding friendships, and successful

associations at university, in extra-curricular activities and at the workplace.

Respect: The essence of respect is to show solemn regard for the worth of people, including

yourself. Treating people with respect means letting them know that their safety and happiness

matter, that they are important and worthy simply because they are fellow human beings. We

may not hold all people in high esteem or admire them, but we can treat them with respect.

Respect operates according to The Golden Rule: do unto others as you would have them do unto

you.

Responsibility means being accountable for what we do and who we are. Responsibility requires

us to recognize that what we do – and what we don’t do – matters, and that we are morally

responsible for the consequences of our choices. Moreover, everyone is responsible for the

development of his personal character. Therefore, people of responsibility decide to pursue

excellence and take pride in everything they do in recognition of the obligation to themselves

and those who rely on them to do their best.

The central idea of both fairness and justice is the same. They are twin concepts concerned with

processes and consequences. One tends to think and speak in terms of fairness when we are

dealing with the behavior of individuals and everyday interpersonal relationships. We talk about

justice in the context of social and professional relations, in our case, in education. Fairness and
justice establish moral standards for decisions that affect others. Fairness implies adherence to a

standard of righteousness or lawfulness without reference to one’s own feelings or inclinations. It

also implies freedom from prejudice or impartiality for or against any side.

Caring is at the heart of core ethical values. Caring is to value, to show love, esteem, have a high

regard and concern for the well-being of others, the community, city, country, and world. Caring,

and the virtues of compassion, kindness, benevolence, altruism, charity, generosity, and sharing

are the heart of ethics. Citizenship is defined as the duties, rights, con duct and responsibilities of

the citizen of a state. Civic duty implies obligations to contribute to the overall public good. It

refers to the ethical obligations and standards of conduct that establish the minimal requirements

of ethical citizenship.

None of the core ethical values can be taught separately; only their combination and

incorporation into all the subjects taught at university can give positive results. Humanities,

however, have a strong potential for development of core ethical values and positive attitudes.

Humanities for character development

There is a number of humanities in education, e.g., social studies, political sciences,

physical training, and foreign languages. Some people may argue that humanities are not so

important for future scientists; they only take time and effort of students. This paper does not

share this opinion because in this era of globalization a graduate must be able not only to deal

with engineering or scientific issues but also to manage resources and to be responsible for the

company policies. For this reason, general cultural background taught through humanities is

important.
 Our modern culture is asking engineers to make highly moral decisions about nuclear and

chemical weapons, environmental policy, and etc. The fact is that the discussion of these great

and difficult ethical controversies of the day must be preceded by the formation of character.

Otherwise, these decisions will be made on the basis of something other than good character:

selfishness, might, convenience, or personal preferences. It is humanities in education that can be

best of all used for the development of good character. Let us look at different humanities in

education in details, and consider their potential for character development. Taking engineering

graduates as a case study:

Social and political sciences enrich future engineers with knowledge about history of

humankind and values of democratic society. These subjects develop core ethical values, such as

citizenship, tolerance and patriotism. Moreover, they inspire students to take active part in

political and public organizations, to interact with social institutions and establishments, thus the

intent of these subjects is to transform students into capable citizens. These subjects give

students the contextual, critical thinking skills necessary for strong leadership in today’s world,

which is sure to fail without ethical background which makes a good character.

Physical training is of utmost importance in modern society, health saving technologies

and healthy lifestyle are integral parts of education today. It is through physical training that

many problems referred to alcohol or drugs addiction can be solved.

A foreign language has become an indispensable part of engineering education, being a

tool for intercultural communication. Scientists and engineers today work in a global market: the

primary sources in the cutting edge engineering innovations are published in other languages,

English being the most popular language. Engineering professionals take part in international

consortia, they import and export leading technologies, thus often finding themselves interacting
across national, cultural, and linguistic borders. Industrial enterprises often prefer to employ

applicants who are proficient in a foreign language. In these circumstances it is necessary for

every specialist to possess intercultural competence, that is, to know the rules and instruments of

developing joint projects with people from other countries. This is possible only in case of

character education through the foreign language curriculum.

Studies in sociology hill help the graduate engineer underscore and understand persons of

his immediate society and as well live peaceably with them. Through sociology, the engineer has

a background knowledge of the history, culture and customs of his immediate environments, and

as well the diverse structures of its social channels.

Conclusion

Character development is crucial for contemporary education; special attention is to be paid to

the potential of humanities in this respect. Implementation of a character development model in a

university provides high competitiveness of the graduates in the international market.

Developing leaders of character together with engineering excellence should become the goal of

engineering education today.

Recommendation

1. Moral instruction as a subject should live out it’s name and not a substitute for Christian

religious knowledge like it is in some schools. It should be a subject area based on virtues

such as love, patriotism, peace education, citizenship education (of which are currently

missing in contemporary Nigerian society)

2. Subject areas such as moral instruction should be re-introduced into the primary and

secondary schools
 3. Character assessment should be made a prerequisite for primary school promotion

examinations

4. Civic education subejcet should be made a Tertiary education requirement. This will go a

long way to ensure that students take the subject area seriously, which will indirectly arm

them with proper moral principles such as patriotism, charity, honesty etc

5. Testimonials should once more be a clear picture of the character level of students

leaving secondary schools

6. Testimonials should be demanded as university-entry prerequisites and enjoy the same

seriousness as WAEC requirements

7.

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