The humanities are at a crossroads, facing unprecedented challenges to their relevance and existence within university settings. According to renowned public historian David Olusoga, the recent trend of cutting humanities courses signals not just financial struggles but also the risk of these disciplines becoming mere decorative elements within academia, overshadowed by the more lucrative sciences.
Delivering the National Humanities Lecture at the University of London, Olusoga highlighted alarming developments such as Cardiff University’s recent decision to eliminate several degree programs, including ancient history, music, and religion and theology. He remarked, “Last week as you would have seen was a bad week for higher education. There are more bad weeks ahead.” The professor of public history at the University of Manchester emphasized the disproportionately negative impact of funding crises on humanities departments, stressing the importance of advocating for these fields.
His assertions were underscored by findings from the Royal Historical Society, which reported significant cuts across history departments nationwide. Out of 66 universities surveyed, 39 history departments had either lost staff or restructured since 2020, and 32 reported the discontinuation of specific history degrees or courses. This downward trend raises eyebrows: why are humanities fields—so integral to human experience—being undervalued?
Pointing out the irony, Olusoga noted Canterbury Christ Church University’s decision to abolish its English literature program. He lamented, “It will soon no longer be possible to study English literature in the same city Aphra Behn and Christopher Marlowe were born.” The eagerness to shed courses tied to cultural heritage is concerning, as it suggests an erasure of literary legacies from societal consciousness.
While some students opt out of humanities altogether, Olusoga criticized the resilience of public and political rhetoric about the necessity of the humanities. He drew comparisons to the sciences, stating, “Some sciences are facing challenges of their own, but they are rarely in the same ways…expected to justify their relevance.” The expectation to articulate their value undermines the humanities, leading to perceptions of them as optional or secondary to more technical fields.
“In this case, the humanities risk becoming occasional ornaments for curricula based more profitably in the fields of science, technology, engineering, and mathematics,” Olusoga warned, echoing concerns about the diminishing academic stature of these disciplines. Yet, he remains hopeful, observing “an unacknowledged and unrecognised enthusiasm” for the humanities among the public, particularly through the rising popularity of genealogy and ancestry research. Such engagement indicates there is still significant public interest and appreciation for historical study.
Reflecting on his own education, Olusoga recounted his youthful decision to abandon traditional academia. Determined to escape the fate of becoming “a greying, middle-aged history professor giving long lectures,” he yearned instead to interact with history the way he experienced it as a child—through captivating narratives on television. “What I wanted to do was to try to make history,” he stated, citing popular BBC documentaries as pivotal to his engagement with the field.
Olusoga underscored the role of public funding for institutions like the BBC and museums, stressing their importance as platforms for promoting the humanities. He expressed his goal not only to highlight the relevance of humanities disciplines within higher education but to make the case for public history, advocating for broader public engagement and awareness.
The relevance of the humanities extends beyond mere academic engagement; they inspire creativity, cultivate cultural appreciation, and promote empathy. Research on syllabus design and motivation presents another angle of the conversation, showing how autonomy-supportive language within academic contexts can significantly impact student engagement. Studies conducted with diverse student groups reveal strong correlations between autonomy-supportive syllabi and positive motivation, as they encourage students to pursue their educational journeys with greater interest and commitment.
For example, recent findings from Merchán et al. (2022) show students respond more positively to syllabi crafted with autonomy-supportive language. These syllabi, characterized by their warm and inviting tone, allow for greater student autonomy and perceived competence, fostering more engaging and effective learning environments. Conversely, controlling syllabi suppress this autonomy and may engender feelings of disengagement or withdrawal, directly impacting retention and success rates.
This link between curricular design and student motivation suggests practical steps can be taken to improve the perception of humanities courses, potentially revitalizing the discourse surrounding their relevance. Creating syllabi using language and frameworks rooted in student support could help mitigate negative perceptions and reinvigorate academic interest.
So, what can be done? Advocates for the humanities must continue articulately defending these fields. Universities should prioritize course offerings based on real student interests, emphasized through well-crafted syllabi. Public history initiatives should also aim to connect students to their heritage through engaging, accessible educational experiences.
David Olusoga’s powerful foresight and evidence-based recommendations amplify the urgent need for institutions to rethink their approach to humanities education. By prioritizing student engagement, teaching methods, and the intrinsic value of humanities disciplines, institutions can chart pathways toward renewed relevance and health for the humanities as fundamental pillars of education.
Whether through personal exploration, community engagement, or scholarly pursuits, the enduring relevance of the humanities rests not only on the foundations laid by past thinkers but also on the dynamic interactions we forge today, paving the way for future generations to appreciate the richness of our shared human experience.