Student Reflection Paper: Enhancing the Humanities in Schools Like Ours By Everett Brokaw This issue’s humanities reflection presents a student’sargument for attention to the humanities in a math, science, and technology program. Everett Brokaw, a senior at the Illinois Mathematics and Science Academy, recognizes that his specialized school experience has been enriched by personal journeys through literature and through encounters with faculty who integrate math, science, technology, and the arts in their daily instruction. Schools like ours pride themselves on rigorous theology. I have done two years of research on classes focused upon mathematics, science, and faith-based literature by completing, reviewing, technology (MST). In many of our schools, classes and discussing a total of over 40 books alongside in the humanities are taken alongside those in two amazing mentors and numerous other individu- math and science. Further, our institutions enroll als. I chose the works, and the choice to conduct some of the brightest students in the nation. research was entirely my own. Therefore, when I Integrating the humanities into our students’ speak of the humanities, I immediately jump to this experiences is vital to a results-oriented education. particular example, because reading has become a passion. With our schools’ specialization in math and science, the humanities provide an amazing opportunity to A critical element of the entire project was my support those fields. Cooperation and integration free choice. I was able to choose what material are key. Writing classes can focus on proper for- I read and, moreover, choose to read it; the project matting for research papers. History classes can became my own because I was engaged in my teach the history of mathematics or technology. work. Students, though, rarely, if ever, possess From a student’s perspective, the classes mesh either option in a literature course: they cannot with one another. For example, last semester I choose whether to read or which book to pick up. enrolled in History of Astronomy, taught by Dr. A simple poll of our students would probably show Rob Kiely, a science historian, and the connections that they despise Heart of Darkness, and logic were amazing. Foreign language courses allow stu- tells us that forcing them to read it likely results in dents to conduct and present research in new, a decreased passion for literature. Making an diverse settings. Our English courses can tap into experience such as reading painful through the the wealth of literature written about the sciences; choice of material makes it difficult for students for example, LeCouter’s Napoleon’s Buttons engages to take an interest. Some of us (myself included) both the historian and the chemist. Interdisciplinary can appreciate Conrad’s work for its high quality cooperation with the humanities is a great of literature, but future doctors, mathematicians, approach for the MST-focused curriculum, if appli- and engineers will probably find it stifling, along cable. Integration with the humanities provides a with the curriculum in which it is taught. There meaningful complement to the MST concentration. needs to be a compromise between literature that is high in quality and that which is accessible by Throughout my three years at the Illinois Mathematics the students. I do not suggest that we throw out Everett Brokaw is a 2007 graduate of and Science Academy (IMSA) I have been particularly the classics. Perhaps, though, there needs to be a the Illinois Mathematics and Science interested in balancing the MST-heavy curriculum more thoughtful approach to the literature chosen Academy in Aurora, IL. around me with my own interests in literature and for discussion. Spring 2007 27 Our students have a desire for philosophy, a the Roadmay be a great choice for the last book capacity for deep discussion amongst themselves before graduation or summer break. about the real issues of our time. They can make meaningful connections between the events in I should offer some sort of disclaimer, because I their own lives and the books they read, and the feel I have been fortunate in my classes at IMSA, same is true with the art they view or the historical especially the humanities. A vital element therein situation they examine. If our students are to be has been the discussion, rather than lecture, set- engaged in their learning, I think it quite fitting that ting. The desks are arranged in a circle rather than they are given a fair opportunity to offer their input: in rows, and the teacher does more facilitating not just by raising their hands in the classroom,but than teaching. The seminar setting in which the by contributing input in the curriculum itself. students are at the center really makes the course personal. This, if not currently the practice at all The details of student-input booklists may get schools like ours, is an amazing opportunity to tricky, but I address the overall mission: In order engage students. to engage the students in what they are learning, let them choose some of what they encounter. Overall, I feel that our schools must examine the Here I focus upon reading. I do not suggest that worth of humanities within the math, science, and our syllabi become a matter of democracy, but technology setting. We must attempt to maximize offering students the chance to nominate a few the humanities’ potential, both as ends to them- the books for an English class may be a very selves and means to greater contextual under- worthwhile endeavor. From experience and many standing of math and science. I focus here upon a long discussions with my peers, I will say that stu- few examples such as reading, student-input cur- dents are by and large willing to read a book if ricula, and interdisciplinary humanities, but the they think it worth their while, but that the con- possibilities are endless. Our best tools are a group trary is also true. When students are engaged in of the most innovative and motivated students in a given book (I cite Crime and Punishment), the the country. They push their own limits and our discussions are deep and personal both in and out curriculums should help them do so on a few of of class. their terms. Ask their opinions and take their advice, especially your own graduates, who can Countless times over the past three years I have speak for how well their MST-based education sat under the trees and talked about literature works in college and beyond. with interested students: coffee shops and our residence halls are also favorites. We talk about I would invite anyone interested in reading or books that made us think, that taught us some- developing a curriculum along the lines suggested thing, and books that were just fun. Students real- here to contact me <[email protected]>. I ly do care about books, but probably more about would also like to thank my mentors, Dr. Bosco books that are of interest to their generation and Mr. Casey, and all who have helped me along instead of the teachers. Ask students that gradu- the way. ated from your institution what they found the most engaging, and put them in the curriculum whenever possible. I guarantee that you will not regret doing so. I just finished Brave New World and The Perks of Being a Wallflower, and I think that students in schools like ours would be able to take a lot from both. Try some books that will help them, like Richard Light’s Making the Most of College. Reason and the current attitude of the students can also come into play; Kerouac’s On 28 NCSSSMSTJournal