Educators have always struggled with this subject of “being human” — defining, describing, expressing meaning and applying the conclusions as to what it means to be human. The discussion of humanness is not new, and it has from earliest times engaged humanity. A good part of education has traditionally been identified as “the humanities,” embracing various studies to aid success in expressing ourselves individually and socially as human beings.
At all levels of education, the humanities have come under scrutiny, attack and rejection. Opponents of the humanities advance their agenda usually and effectively through legislative and governing bodies reshaping educational philosophies and strategies. Casualties from these attacks have been enormous and costly. This assault has addressed the basics in teaching and learning as money, resources and rules have shifted from humanities to practical, technical and employable subjects. Education has shifted from acquiring the necessary elements and essentials to think, express, explain, communicate orally and in writing, and making good decisions mathematically and financially.