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What is Humanities Research?

Research in the humanities is frequently misunderstood. When we think of research, what immediately comes to mind for many of us is a laboratory setting, with white-coated scientists hunched over microscopes. Because research in the humanities is often a rather solitary activity, it can be difficult for newcomers to gain a sense of what research looks like within the scope of English Studies. (For examples, see Student Research Profiles .)

A common misconception about research is reinforced when we view it solely in terms of the discovery of things previously unknown (such as a new species or an archaelogical artifact) rather than as a process that includes the reinterpretation or rediscovery of known artifacts (such as texts and other cultural products) from a critical or creative perspective to generate innovative art or new analyses. Fundamental to the concept of research is precisely this creation of something new. In the humanities, this might consist of literary authorship, which creates new knowledge in the form of art, or scholarly research, which adds new knowledge by examining texts and other cultural artifacts in the pursuit of particular lines of scholarly inquiry.

Research is often narrowly construed as an activity that will eventually result in a tangible product aimed at solving a world or social problem. Instead, research has many aims and outcomes and is a discipline-specific process, based upon the methods, conventions, and critical frameworks inherent in particular academic areas. In the humanities, the products of research are predominantly intellectual and intangible, with the results contributing to an academic discipline and also informing other disciplines, a process which often effects individual or social change over time.

The University of Washington Undergraduate Research Program provides this basic definition of research:

"Very generally speaking, most research is characterized by the evidence-based exploration of a question or hypothesis that is important to those in the discipline in which the work is being done. Students, then, must know something about the research methodology of a discipline (what constitutes "evidence" and how do you obtain it) and how to decide if a question or line of inquiry that is interesting to that student is also important to the discipline, to be able to embark on a research project."

While individual research remains the most prevalent form in the humanities, collaborative and cross-disciplinary research does occur. One example is the "Modern Girl Around the World" project, in which a group of six primary UW researchers from various humanities and social sciences disciplines explored the international emergence of the figure of the Modern Girl in the early 20th century. Examples of other research clusters are "The Race/Knowledge Project: Anti-Racist Praxis in the Global University," "The Asian American Studies Research Cluster," " The Queer + Public + Performance Project ," " The Moving Images Research Group ," to name a few.

English Studies comprises, or contains elements of, many subdisciplines. A few examples of areas in which our faculty and students engage are Textual Studies , Digital Humanities , American Studies , Language and Rhetoric , Cultural Studies , Critical Theory , and Medieval Studies . Each UW English professor engages in research in one or more specialty areas. You can read about English faculty specializations, research, and publications in the English Department Profiles to gain a sense of the breadth of current work being performed by Department researchers.

Undergraduates embarking on an independent research project work under the mentorship of one or more faculty members. Quite often this occurs when an advanced student completes an upper-division class and becomes fascinated by a particular, more specific line of inquiry, leading to additional investigation in an area beyond the classroom. This also occurs when students complete the English Honors Program , which culminates in a guided research-based thesis. In order for faculty members to agree to mentor a student, the project proposal must introduce specific approaches and lines of inquiry, and must be deemed sufficiently well defined and original enough to contribute to the discipline. If a faculty member in English has agreed to support your project proposal and serve as your mentor, credit is available through ENGL 499.

Beyond English Department resources, another source of information is the UW Undergraduate Research Program , which sponsors the annual Undergraduate Research Symposium . They also offer a one-credit course called Research Exposed (GEN ST 391) , in which a variety of faculty speakers discuss their research and provide information about research methods. Another great campus resource is the Simpson Center for the Humanities which supports interdisciplinary study. A number of our students have also been awarded Mary Gates Research Scholarships .

Each year, undergraduate English majors participate in the UW's Annual Undergraduate Research Symposium as well as other symposia around the nation. Here are some research abstracts from the symposia proceedings archive by recent English-major participants.

UW English Majors Recently Presenting at the UW's Annual Undergraduate Research Symposium

For additional examples, see Student Profiles and Past Honors Students' Thesis Projects .

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Why the humanities?

What are the humanities and why do they matter.

The humanities include disciplines such as history, literature, philosophy, and religious studies; they feature prominently in interdisciplinary departments such as African and African American Studies, Indigenous Studies, and Women’s, Gender, and Sexuality Studies; they also have much in common with the arts and social sciences.

These disciplines help us to understand who we are, what it means to be human, how we relate to others, and the pathways that have led us to this point in time. We cannot navigate our way through the present into the future without a balanced understanding of our diverse, complicated, and often problematic pasts. Appreciating what it means to be human, how relationships work, and how perspectives on these questions vary from culture to culture – these are crucial to our present and future. The humanities take us there.

In a rapidly transforming world and workplace, we need more than ever to nurture critical thinking and the capacity for problem-solving. As a growing number of employers are pointing out, specific skills become increasingly ephemeral in an ever-changing workplace; what they need are employees who can analyze carefully, think creatively, and express themselves clearly, skills fostered by the humanities. Those skills are and will be crucial ingredients for professional success in the bracing twenty-first century workplace. The humanities take us there.

Literacy and critical thinking also play a crucial role in the democratic process, which depends on a citizenry prepared to engage actively and thoughtfully with current events, committed to creative and innovative solutions instead of blind deference to tradition and authority, and watchful of our hard-won freedoms. The humanities take us there.

Every day we witness the many ways in which the world around us becomes ever more interconnected and yet remains deeply divided. The humanities help nurture connections within and between diverse societies, offering pathways for constructive engagement. Learning about and respecting outlooks different from our own is crucial to our survival in the twenty-first century, moving us away from tensions created by ignorance and fear toward informed, sympathetic conversation between cultures. That does not mean forsaking our own identities and loyalties, but it does involve developing the capacity to see beyond them. The humanities take us there.

The expansion of humanistic inquiry in recent decades to recover the voices and past lives of people who have been either ignored or systematically removed from historical narratives and literary canons fits closely with broader trends in our culture toward greater inclusion and a recognition of diverse voices and histories. We are an indispensable part of that process as we seek to understand the many constituent parts that together make up the complex world we inhabit. The humanities take us there.

The humanities are not an optional and unaffordable luxury, as some critics would have us believe. What we do as humanities scholars and in our classrooms could not be more relevant to the world we live in; nor could they be more practical in terms of the skills we need as twenty-first-century citizens. The humanities are a necessity – and not only from a utilitarian perspective. We cannot surrender to a vision of the future that fixates on a narrow economic conception of what is productive and useful. What about our responsibility to nurture our individual capacity for creativity and artistic expression? These are also crucial measurements of our worth, success, and wealth as human beings. We should never undervalue the personal fulfillment and happiness that we can draw from literature, art, music, theater, philosophy, religious studies, and history. An appreciation of our diverse cultural legacies enriches our lives, individually and collectively, and the same is true of becoming actively involved as participants in the creation of new cultural forms. As a growing body of research demonstrates, cultural vitality and personal happiness ultimately lead to economic growth. The humanities take us there.

Please join the quest to support, create, and disseminate new ideas that open our minds, reveal new ways of understanding who we are, and uncover the histories that brought us to the moment we now live in!

(By Richard Godbeer, former director of the Hall Center for the Humanities)

The Hall Center, one of 11 designated research centers that fall under the auspices of the University of Kansas Office of Research, provides an intellectual hub for scholars in the humanities and fosters interdisciplinary conversation across the University of Kansas. Through its public programming, the Hall Center makes visible the significance and relevance of humanities research, engaging broad, diverse communities across the state in dialogue about compelling local, national, and global issues that humanities research addresses. The Hall Center acts on the conviction that the humanities must play a critical role in constructing a humane future for our world. 

Humanities in Action

Perspectives. Resources. Involvement.

What Are the Humanities?

What do they “do” why are they so important.

Put simply, the humanities help us understand and interpret the human experience, as individuals and societies.

But humanities fields are under threat. Funding for key humanities agencies and programs has been targeted for cuts affecting communities across the country. College and university humanities departments face closures and mergers. More college classes are being taught by contingent faculty members who make too little for teaching too many students.

We believe that everyone can make a difference, and we created the Humanities in Action site for people like you—scholars, teachers, and citizens— to help you connect, learn more, and get involved. The Humanities in Action site features news about the humanities and highlights perspectives from leading humanists on compelling issues ; provides ​​information about public policies affecting humanities research, education, and public programs; and offers resources and ​​ opportunities for you to act.

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UCI Humanities Core

Research in the Humanities

By Matt Roberts Revised for 2018-19

Introduction

Welcome to the University of California, Irvine! As a student enrolled in the Humanities Core program, you will study a variety of cultural artifacts related to the theme of “Empire and Its Ruins.” Research will be important to your engagement with course material and topics, and the UCI Libraries is here to help you.

The UCI Libraries is home to several research librarians, who can provide you with expert service. To learn more, please visit the UCI Libraries’ Directory of Research Librarians .

To take advantage of the UCI Libraries’ resources for Humanities Core, please visit the Humanities Core Research Guide . You find the guide by visiting the UCI Libraries’ home page. Then click on the “ Research Guides ” Quick Link.

What is Humanities Research?

It is worth asking what it means to do research in the Humanities. As David Pan (Professor of German, UCI School of Humanities) writes, “[i]nterpretation is the primary method of the humanities because the meaning that humanities scholars search for is not a constant one. Rather, standards of meaning change when one moves in time and space from one cultural context to another. Negotiating this movement is the primary task in humanities inquiry” (6) .

As Pan emphasizes, humanities work is an interpretive process. For instance, for your first major writing assignment, you must perform a close reading of a passage from the Aeneid . You will describe how the selection’s formal elements—such as symbolism or diction—support an overarching theme in the epic as a whole. While this assignment does not require that you conduct research related to the  Aeneid , it nevertheless invites you to research the meaning of “symbolism” or “diction.” Let us therefore assess our information need and design a process to find the definition of, for example, diction.

Question: Where do we find the definition of a word or specialized term such as “diction”?

Answer: We find definitions in a dictionary.

Note that as the  Aeneid is an epic poem, it is important to determine what “diction” means within a literary context. Therefore, let’s consult a dictionary of literary terms.

Question : How do we find a dictionary of literary terms?

Answer: Consult the UCI Libraries’ webpage . Then search Library Search , the new finding aid for the UCI Libraries’ catalog. Since we don’t know the exact title of the dictionary that we might use, we can simply search for “dictionary of literary terms.”

We must choose the title that best matches our information need. I chose The Oxford Dictionary of Literary Terms because Oxford University Press publishes exemplary reference materials. The green “Available Online” link takes me directly to this resource. I can then use the resource to search for the definition of “Diction.”

So, what have we learned?

• Research begins with a question (“What is diction?”).
• The research question(s) that we ask helps us to discover information.
• The kind of information that we need to discover will often determine what UCI Libraries’ resource to consult (e.g., a book, reference resource, database, etc.).
• Discovering information helps us to interpret an object of study.
• The interpretation of the object of study enables us to craft clearly argued responses to writing assignments.

In other words, humanities research is a strategic exploration whereby information discovery facilitates your interpretive abilities.

Doing Research: Primary Sources and Secondary Sources

As we have already noticed, the research process involves the ability to discover a source that provides information of some kind. It is therefore important to distinguish between sources so that you can readily access that information.

Scholars typically distinguish between kinds of sources, particularly between primary and secondary sources. As you will be reading a variety of texts this year, it is important to recognize that texts are not objectively primary or secondary. Ultimately, the extent to which sources are primary depends upon the questions you ask about them and the way that you use them (Arndt 93). For instance, a primary source is an object that bears witness to a historical event. Primary sources therefore call us to consider how they make meaning of the event to which they bear witness. On the other hand, secondary sources interpret a primary source. For example, if you were to write a paper that interprets how diction in the  Aeneid characterizes human experience, you would be creating a secondary source.

Determining the difference between a primary source and a secondary source can be difficult. Let us explore each type of source in greater detail so that we can begin to understand what types of question we can ask of primary sources, and how we can engage with them in order to research secondary source material.

Primary Sources

On your syllabus, you will find a variety of texts, or sources, that you will read over the course of the year. In the fall quarter, these texts include, but are not limited to:

• Virgil’s Aeneid  (19 B.C.E.)
• Jean-Jacques Rousseau’s “Discourse on the Origin and Foundations of Inequality among Men” (1754/1755)
• J.M. Coetzee’s  Waiting for the Barbarians  (1980)

These are generally considered to be primary sources, but how can you be sure? To answer this question, consult the Primary Sources Research Guide , curated by the UCI Libraries’ History Librarian, Madelynn Dickerson.

According to this Research Guide, primary sources can include diaries, memoirs, letters, newspapers, speeches, interviews, government documents, photographs, works of art, video recordings, maps, manuscripts, data, and physical artifacts.

Question: Is the  Aeneid a primary source?

Answer: Yes. Most often it qualifies because it is a work of art, specifically an epic poem. However, one might use the Fagles’ version of The Aeneid as a secondary source, demonstrating how the translation is an interpretation of the original Latin text and using that analysis to offer one’s own interpretation of the epic poem. You can learn more about the interpretive politics of translation from Giovanna Fogli and Nuccia Malinverni’s chapter on “Translation” in your  Writer’s Handbook .

Throughout the year, you will be encouraged to find primary sources related to the topic of Empire and Its Ruins. To do this, it is useful to visit the Humanities Core Research Guide . Select the “ Primary Sources and Artifacts” tab to locate primary source discovery resources.

Additionally, you will have the unique opportunity to visit the Special Collections and Archives .

Follow the link to the SCA webpage, and you can discover a variety of primary source collections. Be sure to also visit the UCI Libraries’ Southeast Asian Archive webpage for a wealth of primary sources related to Empire and Its Ruins.

You can also use Library Finder to find primary sources and cultural artifacts in the SCA collection.

When analyzing a primary source, it is important to ask certain questions. Questions such as those listed below will help you to discover information, which you can use to interpret a primary source. In other words, questions such as these will help you to determine how a primary source makes meaning of the event to which they bear witness.

• Who made the primary source? What was that person’s race, gender, class? How, if at all, would that matter within the historical period in which the source is created? (Authorship)
• Where, when, and why was the primary source written/made? Does it describe specific attitudes of a historical period and place? What motivated its production? (Historical Context)
• For whom was the primary source written/made? For public or private use? Was it reproduced for a mass audience? How might that audience have used or responded to this source? (Audience)
• Of what is the primary source made? How might that shape how the source is understood and interpreted? (Materiality)
• What are the limitations of this type of source? What can’t it tell us? For whom is it not made available?

Simple questions such as these can help you to formulate more sophisticated research questions or topics of inquiry. You may therefore want to examine other primary sources or search for how expert scholars interpret the primary source that interests you.

Secondary Sources

When you do research, you are embarking on a journey that requires you to engage with how others interpret the primary source or sources that interest you. Whereas primary sources are original works that document an event as it took place, a secondary source interprets a primary source, often long after it was created. Secondary sources include, but are not limited to: Peer-reviewed academic books; chapters published in peer-reviewed academic books; peer-reviewed journal articles; newspaper and magazine articles published after, and therefore not explicitly covering, a historical event. Peer-reviewed works are considered to be most reliable in academic settings because they have been scrutinized and vetted by scholars to determine if the research presented makes a significant contribution.

Question : How do we find peer-reviewed journal articles?

Answer: Let’s return to the Humanities Core Research Guide, where we will find links to, and descriptions of, the databases related to Humanities Core. Select the “ Find Articles and Secondary Sources” tab to find peer-review journal articles.

I began my search with Academic Search Complete , which covers a wide-range of topics including social sciences, humanities, education, and science. It is therefore a good place to begin to do secondary source research. However, you can consult other databases such as the MLA International Bibliography , Project Muse , or JSTOR .

The above screen shot indicates how one might find scholarly articles related to the topic of the  Aeneid and Empire. I also checked the “Scholarly (Peer Reviewed) Journals” box to limit my results. This search populates the following result list:

The article entitled “ Epic and Empire” appears directly related to our search. Selecting that article will open up the record for the article.

For this article, we can click on the “PDF Full Text” icon and download the article. For articles that do not have a link to the PDF, please click on the “UC E-Links” icon to search for alternative methods of access.

Please remember that secondary sources are interpretations. Consequently, as a researcher, situate yourself in an active role. In this way, you will understand that secondary sources should not speak for you or instead of you. Rather, you should integrate them into your analysis of a primary source to demonstrate your own contribution to a scholarly conversation on a topic that interests you. We do not do research simply to communicate how others have interpreted a primary source. We do research to discover how to interpret something for ourselves.

• Primary sources are original sources created at the time a historical event occurs and are directly associated with their creator. A primary source is the subjective interpretation of a witness to an event.
• Secondary sources are scholarly or popular sources that interpret a primary source and can be created long after the primary source was created.
• Research is a process that requires us to question and interrogate the information that we discover in order to interpret an object of study. It requires the evaluation and integration of both primary and secondary sources.
• The UCI Libraries have several research resources that can help you to discover and choose primary sources and secondary sources that interest you.
• Research Librarians at the UCI Libraries are here to help you!

Please note that you will be able to take advantage of several of the UCI Libraries’ instruction and reference services throughout the year. You can meet with research librarians who specialize in specific disciplines to learn more about conducting searches and vetting sources.

Works Cited

Arndt, Ava. “What to do with Primary Sources.” Humanities Core Writer’s Handbook: War, edited by Larisa Castillo, Pearson, 2014, pp. 90-94.

Baldick, Chris. “Diction.” The Oxford Dictionary of Literary Terms . 3 rd ed., 2008. doi:10.1093/acref/9780199208272.001.0001. Accessed 12 September 2016.

Imamoto, Rebecca. Primary Sources for History: Primary Sources . University of California, Irvine. Sept. 2016. http://guides.lib.uci.edu/primary_sources. Accessed 12 September 2016.

Pan, David. “What are the Humanities?” Humanities Core Writer’s Handbook: War , edited by Larisa Castillo, Pearson, 2014, pp. 5-9.

Quint, David. “Epic and Empire.” Comparative Literature , vol. 26, no. 1, 2001, pp. 620-26.1. Academic Search Complete . Web. 16 Sept. 2016. http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=7073526&site=ehost-live&scope=site. Accessed 16 September 2016.

Roberts, Matthew. Humanities Core Course . University of California, Irvine. Sept. 2016. http://guides.lib.uci.edu/primary_sources. Accessed 12 September 2016.

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• Published: 09 April 2019

The place of the humanities in today’s knowledge society

• Rosário Couto Costa   ORCID: orcid.org/0000-0002-7505-4455 1  

Palgrave Communications volume  5 , Article number:  38 ( 2019 ) Cite this article

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Over the past four decades, the humanities have been subject to a progressive devaluation within the academic world, with early instances of this phenomenon tracing back to the USA and the UK. There are several clues as to how the university has generally been placing a lower importance on these fields, such as through the elimination of courses or even whole departments. It is worth mentioning that this discrimination against humanities degrees is indirect in nature, as it is in fact mostly the result of the systematic promotion of other fields, particularly, for instance, business management. Such a phenomenon has nonetheless resulted in a considerable reduction in the percentage of humanities graduates within a set of 30 OECD countries, when compared to other areas. In some countries, a decline can even be observed in relation to their absolute numbers, especially with regards to doctorate degrees. This article sheds some light on examples of international political guidelines, laid out by the OECD and the World Bank, which have contributed to this devaluation. It takes a look at the impacts of shrinking resources within academic departments of the humanities, both inside and outside of the university, while assessing the benefits and value of studying these fields. A case is made that a society that is assumed to be ideally based on knowledge should be more permeable and welcoming to the different and unique disciplines that produce it, placing fair and impartial value on its respective fields.

Introduction

In August 2017, the World Humanities Conference took place in Liège, Belgium. The theme was Challenges and Responsibilities for a Planet in Transition , and it was organized in cooperation with UNESCO. The rationale for this conference can be summarized as follows:

“The humanities were at the heart of both public debate and the political arena until the Second World War. In recent years their part was fading and they have been marginalized. It is crucial to stop their marginalization, restore them and impose their presence in the public sphere as well as in science policies Footnote 1 ”

I participated in this event and it gave me hope that it would be possible to reverse the general trend of devaluating the humanities, something that has been going on since the early 1980s, namely in the UK and in the USA (Costa, 2016 ). Such a phenomenon has coexisted with an acceleration in globalization and a widespread rise of neoliberalism, two trends which have been gradual and simultaneous in their origins (Heywood, 2014 ). In regard to the growth of neoliberalism, while in the 1980s only four countries had what could be reasonably categorized as neoliberal governments (Chile, New Zealand, the UK and the USA), at the beginning of the 21 st century that number had multiplied all around the world (Peck, 2012 ).

This marginalization of the humanities has been a gradual process that manifested itself at different times throughout the countries in which it can be observed. A global approach was used for studying this process (Costa, 2016 ), along with available OECD data which consisted of a subset of thirty countries and recorded the period between 2000 and 2012 Footnote 2 . Under these circumstances, “graduates by field of education” Footnote 3 is arguably one of the few relevant indicators that we can establish. On analysing it, one can conclude that despite some variance in tendencies for each individual nation, there is an overall shift that allows us to confidently corroborate such a devaluation when we compare figures for the year 2000 with those of 2012. This approach was further complemented with the analysis of case studies and existing academic literature on the topic (Costa, 2016 ).

With that in mind, it seems paradoxical that in a so-called knowledge society, one that should be ‘nurtured by its diversity and its capacities’ (UNESCO, 2005 , p.17), not all knowledge fields would be valued in an equitable manner. So why does it happen and why namely at the expense of the humanities? Conversely, what are the reasons for looking at the humanities in a more positive light? These reasons have long been known, but can nowadays lack sufficient recognition. The goal of this comment is to address these questions.

The way to find the answers to these discussion points begins with an analysis of political documents written within the framework of international organisations such as the World Bank and the OECD during the transition into the 21st century. This analysis identifies some political guidelines that have plausibly influenced the global shift in the number of graduates by field of education occuring between 2000 and 2012. Afterwards, we take a look at the impact that these guidelines have had both within and outside of the University. Once done, we reflect on the benefits of studying the humanities and on the complementarity of the various knowledge fields within society.

The political constraints of the devaluation of the humanities in an academic context

Taking into account the already long history of the University, its most recent transformation has been marked by the principles of neoliberalism and the pace of this change has increased since 1998 (Altbach et al., 2009 ). It is in this particular institutional context that the devaluation of the humanities has been taking place. If we pay attention to the general guidelines that have been at the core of this paradigm shift, we can see that the humanities have been confronted not so much with a direct and explicit denial of their benefits, but with the exalting of skills and traits strongly connected to other knowledge fields, such as business administration. This reasoning is based on the following analysis of some specific documents that are enlightening examples of this occurrence.

At The World Conference on Higher Education in the Twenty-First Century , organized by UNESCO in 1998, in Paris, two talks expanded on how the University was already undergoing a process of transformation—one from a practical point of view, and the second from a conceptual one.

In the first talk, titled The Financing and Management of Higher Education: a Status Report on Worldwide Reforms (Johnstone et al. 1998 ), the authors explain how the World Bank implemented its political agenda in order to reform the University throughout the 90s in several countries. A political decision to reduce public investment fundamentally altered the financial and managerial scenarios of the University. A result of this was that the academic sector was steered towards the markets, with an explicit mention in the report that this shift was meant to align with neoliberal principles.

The consistency of this reform has been hailed as remarkable by the cited authors. It has followed similar patterns across all countries independently of existing differences between them with regards to political and economic systems, states of industrial and technological development, and the structuring elements of the higher education system itself.

In the other talk, titled Higher Education Relevance in the 21st Century , Michael Gibbons ( 1998 ), counselor to the World Bank, affirms the urgency of a new paradigm for the University, and theorizes such a transformation. Accordingly, the main mission of the University would be to serve the economy, specifically through the training of human resources, as well as the production of knowledge, for that purpose. Other functions would be cast into the background. In order for this institution to adjust to its new priorities, the author affirms that a new culture would have to impose itself on the University: a new way of considering accountability—so called “new accountability”—with financial accounting at its core; the dissemination of a new practice of highly ideological management (“new public management” or “new managerialism”); and a new way of utilizing human resources with the goal of maximizing efficiency. In short, an entrepreneurial outlook on the concept of “University”.

A few years later, the document The New Economy. Beyond the Hype (OECD, 2001 ) essentially anticipated the impact of the then new model of University on the prioritization of the various fields of knowledge. The success of this “New Economy”, where a noticeable rise in investment in information and communication technologies (ICT) was apparent, required individuals qualified not only to work with these technologies but also fit to answer the new organizational challenges brought about by them. Due to this, areas such as ICT and management began to become promoted more strongly, namely in higher education and research, and the connection between higher education and the job market strengthened.

An indirect discrimination of the humanities was thus induced, with real-world consequences. One of the symptoms relating to such a social phenomenon has been a progressively lower relative representation of graduates in humanities and, in some countries, also of the absolute representation, especially with regards to doctorate degrees. For instance, in the period between 2000 and 2012, while the number of humanities graduates rose by a factor of 1.4—and that of total graduates by a factor of 1.6 overall—those in the area of business administration increased by a factor of 1.8 Footnote 4 . For perspective, this accounts for virtually a fifth of total graduates. In other words, although academia within the humanities is growing, it is doing so at a disproportionately lower pace than when compared with other fields.

As Pierre Bourdieu had already outlined in Homo Academicvs (Bourdieu, 1984 ), alterations in the relative representation of students of certain areas, and thus of respective University staff, have an impact not only on power balances within the University, but also on its influence on society itself. The author saw these as morphological changes—a point of view that shapes the following considerations.

The impact of shrinking resources within academic departments of the humanities

With regard to the internal impact of shrinking resources within academic departments of the humanities, we can identify several clues as to how the University has generally been placing a lower importance on the humanities Footnote 5 :

Cuts in the financing of research and teaching;

a lower share of the space and structure within the University, through the elimination of courses and even departments;

undervalued human resources (fewer job offers, falling wages, overloaded work schedules, aging staff, lack of opportunities for the young);

a decrease in library resources and the like;

the use of evaluation methods typical of scientific activity and which are unadjusted to the specificity of the humanities, indirectly resulting in pressure to change communication practices specific to these fields and weakening their social impact;

the extent to which some fields in the humanities are weakened, reaching dimensions so residual that they become at risk of disappearing.

These phenomena, even when not simultaneous, contribute to paving the way to further devaluation as they ultimately work together to make the humanities look progressively less attractive. In an academic context we are essentially confronted with a vicious cycle of devaluation. The next two sections deal with a series of reasons for why it becomes urgent to break such a cycle.

If on the one hand we are witnessing a shrinking of resources within academic departments of the humanities, on the other we can see a clear reduction in the relative representation of humanities graduates entering the job market. Without going too much into detail on the interdependence between these two phenomena, they stand as symptoms of a clear loss of influence of the humanities on society itself – perhaps the result of a growing incomprehension of their usefulness. Indeed, the field appears to be held hostage to a way of appreciation that is overly focused on the economy, established by those who govern and apparently accepted by most of those governed. Governors in particular tend to have a peculiar, restricted and limited way of evaluating, classifying and neglecting the humanities, even if opinions amongst themselves are not always in agreement. Through this lens, the field can be pretentiously seen as a luxury, as economically irrelevant, or even as useless - worse still, as an obstacle to access the job market Footnote 6 .

These dynamics make it even more difficult for academics in the humanities to convince others of the relevance of their area. Therefore, when competing with other areas for resources, the overall trend has been to deprioritise the humanities.

In the above-mentioned report titled Towards Knowledge Societies , UNESCO recognized that political choices tend sometimes to place a high importance on specific disciplines, namely ‘at the expense of the humanities’ (UNESCO, 2005 , p. 90). These words are coated with a subtle yet sharp sense of loss. But what is in fact lost when the humanities see their presence in society diminished?

The benefits of studying the humanities

An analysis of several sources of information, such as surveys, studies and websites, has made it possible to understand the point of view of different social actors who believe there are advantages to graduating in the humanities (Costa, 2016 ). Students (Armitage et al., 2013 ), graduates (Lamb et al., 2012 ) and researchers (Levitt et al., 2010 ) in the humanities share their opinion on what the main advantages are, and their takes coincide with the way humanities courses are promoted on the websites of the universities that were taken into account in the analysis Footnote 7 . As it would turn out, these advantages match the profile of the ideal employee as outlined by a group of employers as a condition to achieve success at their companies, according to a separate study that is unrelated to the humanities in particular (Hart Research Associates, 2013 ). In other words, even neoliberal standards and concerns are adequately addressed.

At its core, this acknowledgement of the value of the humanities can be looked at in three independent, mutually reinforcing levels: the comprehensive knowledge, skills and mindset that come with studying the field, and which are not easily outdated. These assets represent the genuine and specific character of studying these disciplines, and substantially differ from the priorities set by the political guidelines mentioned earlier. The following picture clarifies the scope of each of these levels (Fig. 1 ).

Benefits of studying the humanities. Source: adapted from Costa, 2017 , with permission of the Portuguese Association of Professionals in Sociology of Organizations and Work–APSIOT. The figure is not covered by the Creative Commons Attribution 4.0 International Licence

The attraction of studying the humanities lies precisely in that which one sets out to know and experiment with when one opts to study them. History, philosophy, languages and literature, to mention a few, are nuclear subjects that give us direct access to knowledge on that which is fundamentally and irreducibly human.

The challenge that this knowledge presents us with, and the effort of interpreting and attributing meaning to ourselves and that which surrounds us, are enhancers of the skills and mindset highlighted in the above graphic and their value is undeniable. Critical thought, acknowledgement of others, the ability to adjust to different realities and so forth are indispensable traits in any situation—in any institution, organization, government or company. It would thus follow that the humanities should be as explicitly and directly promoted by public policy as is specialized knowledge that directly serves firms and markets.

In spite of the value that can be recognized in studying the humanities, it stands that in the last few decades education in the field has been reduced to an almost insignificant dimension relative to other areas. It should be noted that demand in higher education is representative not just of the expectations of the students, or even of their educational and social backgrounds. It is also conditioned by the choices of a large group of social actors, interdependent amongst themselves Footnote 8 , such as decision makers – be it national or international, political or institutional –, employers and parents. But this depreciation has not been exclusive to higher education only. It has led to generalized deficits in knowledge, sensitivity and imagination, cognitive resources which are necessary to the acknowledgement of real problems within society and likewise to the development of possible solutions. The ability for citizens to possess and demonstrate a mindset of critical thinking has in this way been undermined.

One can thus argue that, at the very least from a social standpoint, much could be lost here. Martha Nussbaum warned in 2010 about the dangers this poses to democracy itself. The number of billionaires has nearly doubled as wealth has become even more concentrated in the last ten years since the financial crisis, worsening social inequalities (OXFAM, 2019 ). A society of consumption and uncontrolled, unregulated and acritical exploitation of natural resources is hindering sustainable development. Perhaps somewhat ironically, even the market economy registers some losses of its own in this scenario. The University of Oxford studied the career path of a group of their graduates in humanities, who had been students from 1960–1989, and subsequently produced a report that ‘shines a light on the breadth and variety of roles in society that they adopt, and the striking consistency with which they have had successful careers in sectors driving economic growth’ (Kreager, 2013 , p. 1). This conclusion contradicts the vision, or perhaps the bias, according to which graduations within the humanities are considered useless and of no value, especially for the economy and the labour market in general. The TED Talk Why tech needs the humanities Footnote 9 (December 2017) addresses this issue in the light yet personal manner of someone who has experienced it first hand.

On the complementarity of the various knowledge fields within society

In contrast to the trend within the humanities, from 2000 to 2012 and as previously mentioned, graduates in the area of business administration grew both in numbers and in relevance. Georges Corm ( 2013 ) considers that a new wave of employees, trained in accordance with the neoliberal ideas, has emerged in the job market. In his opinion, this is noticeable for instance in the case of MBAs, which in general have a similar format in use in the best schools around the world. Engwall et al. ( 2010 ) had already come to the conclusion that these graduates have become the new elite, taking up the leadership positions within organizations, replacing graduates namely in law and in engineering.

According to Colin Crouch ( 2016 ), ‘financial expertise has become the privileged form of knowledge, trumping other kinds, because it is embedded in the operation of […] the institutions that ensure profit maximization […]. Under certain conditions this dominance of financial knowledge can become self-destructive, destroying other forms of knowledge on which its own future depends’ (ibid., p. 34). Indeed, ‘serious problems arise when one kind of knowledge systematically triumphs over others’ (ibid., p. 35), a sentiment the author illustrates by giving examples related to engineering and geology. It can be argued that such a large pool of graduates and post-graduates in business administration has severely disrupted the balance and the complementarity of wisdom in society.

The environmental disasters and social crises that have marked the last decade, and which we have all witnessed, mean that the priority which had been given to some fields of knowledge is a concern not just of the academic community, but that it should instead be seen as an issue for all of society. If we start discrediting certain kinds of knowledge, we might end up discrediting all which are not in accordance with the interests that prevail in society at any given point in time, interests which in turn might not necessarily have the common good as their priority. This would be akin to opening a Pandora’s box.

Where has this led us? For instance, few of us are unaware of the difficulties that scientific evidence faces today in order to be appreciated and accepted by people who are farthest from the world of science, and who will more easily trust populist discourses (Baron, 2016 ; Boyd, 2016 ; Gluckman, 2017 ; Horton and Brown, 2018 ). Current disinvestment in the teachings of philosophy, particularly in the young, pulls us away from the basic foundations of knowledge and science, ultimately furthering the establishment of a post-truth society.

Concluding remarks

The process of devaluation of the humanities fortunately has not been enough to nullify the voice and ongoing work of their community. The World Humanities Conference, mentioned at the very beginning of this text, is a sign of the vitality and pertinence that this field still holds. When we look at the topics discussed at this conference, they are undoubtedly of great relevance for the society of today: ‘Humanity and the environment’; ‘Cultural identities, cultural diversities and intercultural relations: a global multicultural humanity’; ‘Borders and migrations’; ‘Heritage’; ‘History, memory and politics’; ‘The humanities in a changing world. What changes the world and in the world? What changes the humanities and in the humanities?’; and ‘Rebuilding the humanities, rebuilding humanism’. Events like this conference allow for the hope that a new and virtuous cycle for the humanities could be on the upswing for the benefit of all of society. One which will be more permeable and welcoming to all knowledge and skills, valuing all of its fields in a fair and impartial manner. Ultimately, the hope is to have a society that is zealous and proactive in the protection of a rich diversity of knowledge from the establishment and dominance of political hierarchies.

In: http://www.humanities2017.org/en .

Set of years for which OECD data are available in a usable way (verified in 23 May 2018 at OECD.Stat).

According to the ISCED 1997 (levels 5A and 6)—International Standard Classification of Education 1997 (first and second stages of tertiary education).

For this indicator, data for a subset of thirty OECD countries were used.

This systematization is based on the interpretation of a plurality of official statistics and reports on several countries (Costa, 2016 ).

Observations based on several publications, some of which are included in the bibliography (Benneworth and Jongbloed, 2010 ; Bod, 2011 ; Bok, 2007 ; Brinkley, 2009 ; Classen, 2012 ; Donoghue, 2010 ; European University Association, 2011 ; Fish, 2010 ; Gewirtz and Cribb, 2013 ; Gumport, 2000 ; Nussbaum, 2010 ; Weiland, 1992 ).

Harvard University ( http://artsandhumanities.fas.harvard.edu ), Stanford Humanities Center ( http://shc.stanford.edu/why-do-humanities-matter ), University of Chicago´s Master of Arts Program in the Humanities ( http://maph.uchicago.edu/directors ) and MIT School of Humanities, Arts, and Social Sciences ( http://shass.mit.edu/news/news-2014-power-of-humanities-arts-socialsciences-at-mit ). Data last updated from these websites: October 2015.

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New research shows how studying the humanities can benefit young people’s future careers and wider society

Studying a humanities degree at university gives young people vital skills which benefit them throughout their careers and prepare them for changes and uncertainty in the labour market, according to new research by Oxford University. 

The report, called ‘The Value of the Humanities’, used an innovative methodology to understand how humanities graduates have fared over their whole careers – not just at a fixed point in time after graduation. 

In the largest study of its kind, the report followed the career destinations of over 9,000 Oxford humanities graduates aged between 21 and 54 who entered the job market between 2000 and 2019, cross-referenced with UK government data on graduate outcomes and salaries. This was combined with in-depth interviews with around 100 alumni and current students, and interviews with employers from many sectors.  

Further interviews with employers were carried out after the onset of COVID-19 and the impact it has had on the economy and the labour market to test how the report’s findings held up in a post-pandemic world. In fact, the report suggests that the pandemic has accelerated trends towards automation, digitalisation and flexible modes of working, and the resilience of humanities graduates makes them particularly well suited to navigate this changing environment. Recent developments in AI such as ChatGPT have only advanced predictions about imminent changes to the workplace brought by technology.

The report was commissioned by Oxford University’s Humanities Division and its lead author was Dr James Robson of the Oxford University’s Centre for Skills, Knowledge and Organisational Performance (SKOPE). It comes shortly after a report from the Higher Education Policy Institute which quantified the strength of the humanities in the UK.

Professor Dan Grimley, Head of Humanities at Oxford University, said: 'This report confirms what I and so many humanities graduates will already recognise: that the skills and experiences conferred by studying a humanities subject can transform their working life, their life as a whole, and the world around them.

'Students, graduates and employers noted that the resilience and adaptability developed during a humanities degree is particularly useful during big changes in the labour market – whether that’s triggered by a global financial crisis, changes caused by the rise of automation and AI technologies, or indeed a global pandemic. 

'I often hear young people saying that they would love to continue studying music or languages or history or classics at A-level and beyond, but they fear it would compromise their ability to get an impactful job. I hope this report will convince them – and their parents and teachers – that they can continue studying the humanities subject they love and at the same time develop skills which employers report they are valuing more and more.' 

Dame Emma Walmsley, CEO of GlaxoSmithKline who studied Classics and Modern Languages at Oxford, said: 'Being a humanities student at Oxford was foundational - to the curiosity, reserves of courage, and appetite for connectivity I have relied on deeply in life so far.'

The report’s key findings include: 

1) Humanities graduates develop resilience, flexibility and skills to adapt to challenging and changing labour markets.  

Employers interviewed for the report highlighted that disruption caused by COVID-19 and increased automation and digitisation will significantly change the nature of work in the next 5-10 years. The report said the “skills related to human interaction, communication and negotiation” learned while studying humanities will help them to meet future employer demands. This resilience helped graduates to cope and respond well to the impacts of the 2008 financial crisis. It seems set to have the same effect for graduates entering a post-COVID labour market characterised by increased digitalisation and remote working. 

2) Humanities careers open a path to success in a wide range of employment sectors.  

The business sector was the most common destination of humanities graduates (21%) over the period. 13% entered the legal profession and 13% went into the creative sector. There was a notable increase over time of graduates entering the ICT sector, particularly among women.  

3) The skills developed by studying a humanities degree, such as communication, creativity and working in a team, are “highly valued and sought out by employers”.  

Interviews with employers found they particularly valued the following traits in Humanities graduates: 

• Critical thinking 
• Strategic thinking  
• An ability to synthesise and present complex information 
• Empathy 
• Creative problem-solving 

This supports recent research by SKOPE and funded by the Arts & Humanities Research Council which revealed how business leaders in the UK see “narrative” as an integral part of doing business in the 21 st century. They found that being able to devise, craft and deliver a successful narrative is a “pre-requisite” for senior executives and becoming increasingly necessary for employees at all levels. 

4) Humanities graduates benefit from subject-specific learning.  

As well as the more transferrable skills like communication, graduates interviewed in the report showed that they draw throughout their careers on the sense of self-formation and the deep understanding they gain through studying histories, languages, cultures and literature on a humanities course. 

5) Studying humanities helps graduates to make “wider contributions to society”.  

Many interviewees in the report said their degree has enabled them to make an essential contribution to addressing the major issues facing humanity, and informed their sense of public mission and commitment. This includes navigating “fake news” and social media manipulation; climate change; energy needs; and the ethical implications of Artificial Intelligence. 

6) Humanities graduates have high levels of job satisfaction and many said their primary motivation for studying their subject was not financial.  

The report found that studying humanities subjects had a “transformative impact” on people’s identities and lives. Nonetheless, the average earnings of graduates assessed in the report were well above the national average, with History and Modern Languages graduates earning the most. 

Dr James Robson and his co-authors for the report concluded: 'These findings clearly show that Oxford Humanities graduates are successful at navigating the labour market and financially rewarded, but also see value as existing beyond measurable returns and linked with knowledge, personal development, individual agency, and public goods.  

'They highlight the need to take a more nuanced approach to analysing the value of degree subjects in order to take into account longer term career trajectories, individual agency within the labour market, the transformative power of knowledge, and broader public contributions of degrees within economic, social, and political discourses.'

The report makes recommendations to universities, employers and government to help young people make a transition into work: 

• Offer support for a smooth transition into the workplace 
• Provide internships, focused in particular on less advantaged students 
• Support skills development in digital and working in a team, and provide students with insights into the changing labour market. 

The full report can be found at: 

pdf Value of Humanities report.pdf 1.77 MB

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Ethics in the Humanities

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• Cheryl K. Stenmark 2 &
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Ethical behavior is critical in both academic and professional life. Because most professionals and academics work collaboratively with other people, it is important for them to behave ethically in order to develop quality collaborative relationships, so that they can trust each other. Because of the importance of ethical behavior in academic and professional settings, research and training programs aimed at improving ethical behavior, and the cognitive processes underlying ethical behavior are becoming increasingly widespread (National Institutes of Health 2002 ; Steneck 2002 ).

These research and training efforts have largely focused on professionals in the sciences and business. Ethical behavior, however, is important in any endeavor which involves multiple people working together. The Humanities have largely been ignored in explorations of ethical issues, particularly with regard to research ethics. This chapter argues that extending knowledge of ethical issues into the Humanities domain is important in order to identify the ethical problems faced by individuals in the Humanities, so that tailored research and training on these types of situations can help these individuals to deal with such problems.

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Humanities Research – Types, Methods and Examples

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Humanities Research

Definition:

Humanities research is a systematic and critical investigation of human culture, values, beliefs, and practices, including the study of literature, philosophy, history, art, languages, religion, and other aspects of human experience.

Types of Humanities Research

Types of Humanities Research are as follows:

Historical Research

This type of research involves studying the past to understand how societies and cultures have evolved over time. Historical research may involve examining primary sources such as documents, artifacts, and other cultural products, as well as secondary sources such as scholarly articles and books.

Cultural Studies

This type of research involves examining the cultural expressions and practices of a particular society or community. Cultural studies may involve analyzing literature, art, music, film, and other forms of cultural production to understand their social and cultural significance.

Linguistics Research

This type of research involves studying language and its role in shaping cultural and social practices. Linguistics research may involve analyzing the structure and use of language, as well as its historical development and cultural variations.

Anthropological Research

This type of research involves studying human cultures and societies from a comparative and cross-cultural perspective. Anthropological research may involve ethnographic fieldwork, participant observation, interviews, and other qualitative research methods.

Philosophy Research

This type of research involves examining fundamental questions about the nature of reality, knowledge, morality, and other philosophical concepts. Philosophy research may involve analyzing philosophical texts, conducting thought experiments, and engaging in philosophical discourse.

Art History Research

This type of research involves studying the history and significance of art and visual culture. Art history research may involve analyzing the formal and aesthetic qualities of art, as well as its historical context and cultural significance.

Literary Studies Research

This type of research involves analyzing literature and other forms of written expression. Literary studies research may involve examining the formal and structural qualities of literature, as well as its historical and cultural context.

Digital Humanities Research

This type of research involves using digital technologies to study and analyze cultural artifacts and practices. Digital humanities research may involve analyzing large datasets, creating digital archives, and using computational methods to study cultural phenomena.

Data Collection Methods

Data Collection Methods in Humanities Research are as follows:

• Interviews : This method involves conducting face-to-face, phone or virtual interviews with individuals who are knowledgeable about the research topic. Interviews may be structured, semi-structured, or unstructured, depending on the research questions and objectives. Interviews are often used in qualitative research to gain in-depth insights and perspectives.
• Surveys : This method involves distributing questionnaires or surveys to a sample of individuals or groups. Surveys may be conducted in person, through the mail, or online. Surveys are often used in quantitative research to collect data on attitudes, behaviors, and other characteristics of a population.
• Observations : This method involves observing and recording behavior or events in a natural or controlled setting. Observations may be structured or unstructured, and may involve the use of audio or video recording equipment. Observations are often used in qualitative research to collect data on social practices and behaviors.
• Archival Research: This method involves collecting data from historical documents, artifacts, and other cultural products. Archival research may involve accessing physical archives or online databases. Archival research is often used in historical and cultural studies to study the past.
• Case Studies : This method involves examining a single case or a small number of cases in depth. Case studies may involve collecting data through interviews, observations, and archival research. Case studies are often used in cultural studies, anthropology, and sociology to understand specific social or cultural phenomena.
• Focus Groups : This method involves bringing together a small group of individuals to discuss a particular topic or issue. Focus groups may be conducted in person or online, and are often used in qualitative research to gain insights into social and cultural practices and attitudes.
• Participatory Action Research : This method involves engaging with individuals or communities in the research process, with the goal of promoting social change or addressing a specific social problem. Participatory action research may involve conducting focus groups, interviews, or surveys, as well as involving participants in data analysis and interpretation.

Data Analysis Methods

Some common data analysis methods used in humanities research:

• Content Analysis : This method involves analyzing the content of texts or cultural artifacts to identify patterns, themes, and meanings. Content analysis is often used in literary studies, media studies, and cultural studies to analyze the meanings and representations conveyed in cultural products.
• Discourse Analysis: This method involves analyzing the use of language and discourse to understand social and cultural practices and identities. Discourse analysis may involve analyzing the structure, meaning, and power dynamics of language and discourse in different social contexts.
• Narrative Analysis: This method involves analyzing the structure, content, and meaning of narratives in different cultural contexts. Narrative analysis may involve analyzing the themes, symbols, and narrative devices used in literary texts or other cultural products.
• Ethnographic Analysis : This method involves analyzing ethnographic data collected through participant observation, interviews, and other qualitative methods. Ethnographic analysis may involve identifying patterns and themes in the data, as well as interpreting the meaning and significance of social and cultural practices.
• Statistical Analysis: This method involves using statistical methods to analyze quantitative data collected through surveys or other quantitative methods. Statistical analysis may involve using descriptive statistics to describe the characteristics of the data, or inferential statistics to test hypotheses and make inferences about a population.
• Network Analysis: This method involves analyzing the structure and dynamics of social networks to understand social and cultural practices and relationships. Network analysis may involve analyzing patterns of social interaction, communication, and influence.
• Visual Analysis : This method involves analyzing visual data, such as images, photographs, and art, to understand their cultural and social significance. Visual analysis may involve analyzing the formal and aesthetic qualities of visual products, as well as their historical and cultural context.

Examples of Humanities Research

Some Examples of Humanities Research are as follows:

• Literary research on diversity and representation: Scholars of literature are exploring the representation of different groups in literature and how those representations have changed over time. They are also studying how literature can promote empathy and understanding across different cultures and communities.
• Philosophical research on ethics and technology: Philosophers are examining the ethical implications of emerging technologies, such as artificial intelligence and biotechnology. They are asking questions about what it means to be human in a world where technology is becoming increasingly advanced.
• Anthropological research on cultural identity: Anthropologists are studying the ways in which culture shapes individual and collective identities. They are exploring how cultural practices and beliefs can shape social and political systems, as well as how individuals and communities resist or adapt to dominant cultural norms.
• Linguistic research on language and communication: Linguists are studying the ways in which language use and communication can impact social and political power dynamics. They are exploring how language can reinforce or challenge social hierarchies and how language use can reflect cultural values and norms.

How to Conduct Humanities Research

Conducting humanities research involves a number of steps, including:

• Define your research question or topic : Identify a question or topic that you want to explore in-depth. This can be a broad or narrow topic, depending on the scope of your research project.
• Conduct a literature review: Before beginning your research, read extensively on your topic. This will help you understand the existing scholarship and identify gaps in the literature that your research can address.
• Develop a research methodology: Determine the methods you will use to collect and analyze data, such as interviews, surveys, archival research, or textual analysis. Your methodology should be appropriate to your research question and topic.
• Collect data: Collect data using the methods you have chosen. This may involve conducting interviews, surveys, or archival research, or analyzing primary or secondary sources.
• Analyze data: Once you have collected data, analyze it using appropriate methods. This may involve coding, categorizing, or comparing data, or interpreting texts or other sources.
• Draw conclusions: Based on your analysis, draw conclusions about your research question or topic. These conclusions should be supported by your data and should contribute to existing scholarship.
• Communicate your findings : Communicate your findings through writing, presentations, or other forms of dissemination. Your work should be clearly written and accessible to a broad audience.

Applications of Humanities Research

Humanities research has many practical applications in various fields, including:

• Policy-making: Humanities research can inform policy-making by providing insights into social, cultural, and historical contexts. It can help policymakers understand the impact of policies on communities and identify potential unintended consequences.
• Education: Humanities research can inform curriculum development and pedagogy. It can provide insights into how to teach critical thinking, cross-cultural understanding, and communication skills.
• Cultural heritage preservation: Humanities research can help to preserve cultural heritage by documenting and analyzing cultural practices, traditions, and artifacts. It can also help to promote cultural tourism and support local economies.
• Business and industry: Humanities research can provide insights into consumer behavior, cultural preferences, and historical trends that can inform marketing, branding, and product design.
• Healthcare : Humanities research can contribute to the development of patient-centered healthcare by exploring the impact of social and cultural factors on health and illness. It can also help to promote cross-cultural understanding and empathy in healthcare settings.
• Social justice: Humanities research can contribute to social justice by providing insights into the experiences of marginalized communities, documenting historical injustices, and promoting cross-cultural understanding.

Purpose of Humanities Research

The purpose of humanities research is to deepen our understanding of human experience, culture, and history. Humanities research aims to explore the human condition and to provide insights into the diversity of human perspectives, values, and beliefs.

Humanities research can contribute to knowledge in various fields, including history, literature, philosophy, anthropology, and more. It can help us to understand how societies and cultures have evolved over time, how they have been shaped by various factors, and how they continue to change.

Humanities research also aims to promote critical thinking and creativity. It encourages us to question assumptions, to challenge dominant narratives, and to seek out new perspectives. Humanities research can help us to develop empathy and understanding for different cultures and communities, and to appreciate the richness and complexity of human experience.

Overall, the purpose of humanities research is to contribute to a deeper understanding of ourselves, our communities, and our world. It helps us to grapple with fundamental questions about the human experience and to develop the skills and insights needed to address the challenges of the future.

When to use Humanities Research

Humanities research can be used in various contexts where a deeper understanding of human experience, culture, and history is required. Here are some examples of when humanities research may be appropriate:

• Exploring social and cultural phenomena: Humanities research can be used to explore social and cultural phenomena such as art, literature, religion, and politics. It can help to understand how these phenomena have evolved over time and how they relate to broader social, cultural, and historical contexts.
• Understanding historical events: Humanities research can be used to understand historical events such as wars, revolutions, and social movements. It can provide insights into the motivations, experiences, and perspectives of the people involved, and help to contextualize these events within broader historical trends.
• Promoting cultural understanding : Humanities research can be used to promote cross-cultural understanding and to challenge stereotypes and biases. It can provide insights into the diversity of human experiences, values, and beliefs, and help to build empathy and mutual respect across different cultures and communities.
• Informing policy-making: Humanities research can be used to inform policy-making by providing insights into social, cultural, and historical contexts. It can help policymakers understand the impact of policies on communities and identify potential unintended consequences.
• Promoting innovation and creativity : Humanities research can be used to promote innovation and creativity in various fields. It can help to generate new ideas, perspectives, and approaches to complex problems, and to challenge conventional thinking and assumptions.

Characteristics of Humanities Research

Some of the key characteristics of humanities research:

• Focus on human experience: Humanities research focuses on the study of human experience, culture, and history. It aims to understand the human condition, explore human values and beliefs, and analyze the ways in which societies and cultures have evolved over time.
• Interpretive approach: Humanities research takes an interpretive approach to data analysis. It seeks to understand the meaning behind texts, artifacts, and cultural practices, and to explore the multiple perspectives and contexts that shape human experience.
• Contextualization : Humanities research emphasizes the importance of contextualization. It seeks to understand how social, cultural, and historical factors shape human experience, and to place individual phenomena within broader cultural and historical contexts.
• Subjectivity : Humanities research recognizes the subjective nature of human experience. It acknowledges that human values, beliefs, and experiences are shaped by individual perspectives, and that these perspectives can vary across cultures, communities, and time periods.
• Narrative analysis : Humanities research often uses narrative analysis to explore the stories, myths, and cultural narratives that shape human experience. It seeks to understand how these narratives are constructed, how they evolve over time, and how they influence individual and collective identity.
• Multi-disciplinary: Humanities research is often interdisciplinary, drawing on a range of disciplines such as history, literature, philosophy, anthropology, and more. It seeks to bring together different perspectives and approaches to understand complex human phenomena.

Advantages of Humanities Research

Some of the key advantages of humanities research:

• Promotes critical thinking: Humanities research encourages critical thinking by challenging assumptions and exploring different perspectives. It requires researchers to analyze and interpret complex texts, artifacts, and cultural practices, and to make connections between different phenomena.
• Enhances cultural understanding : Humanities research promotes cross-cultural understanding by exploring the diversity of human experiences, values, and beliefs. It helps to challenge stereotypes and biases and to build empathy and mutual respect across different cultures and communities.
• Builds historical awareness: Humanities research helps us to understand the historical context of current events and social issues. It provides insights into how societies and cultures have evolved over time and how they have been shaped by various factors, and helps us to contextualize current social, political, and cultural trends.
• Contributes to public discourse: Humanities research contributes to public discourse by providing insights into complex social, cultural, and historical phenomena. It helps to inform public policy and public debate by providing evidence-based analysis and insights into social issues and problems.
• Promotes creativity and innovation: Humanities research promotes creativity and innovation by challenging conventional thinking and assumptions. It encourages researchers to generate new ideas and perspectives and to explore alternative ways of understanding and addressing complex problems.
• Builds communication skills: Humanities research requires strong communication skills, including the ability to analyze and interpret complex texts, artifacts, and cultural practices, and to communicate findings and insights in a clear and compelling way.

Limitations of Humanities Research

Some of the key limitations of humanities research:

• Subjectivity: Humanities research relies heavily on interpretation and analysis, which are inherently subjective. Researchers bring their own perspectives, biases, and values to the analysis, which can affect the conclusions they draw.
• Lack of generalizability : Humanities research often focuses on specific texts, artifacts, or cultural practices, which can limit the generalizability of findings to other contexts. It is difficult to make broad generalizations based on limited samples, which can be a challenge when trying to draw broader conclusions.
• Limited quantitative data : Humanities research often relies on qualitative data, such as texts, images, and cultural practices, which can be difficult to quantify. This can make it difficult to conduct statistical analyses or to draw quantitative conclusions.
• Limited replicability: Humanities research often involves in-depth analysis of specific texts, artifacts, or cultural practices, which can make it difficult to replicate studies. This can make it challenging to test the validity of findings or to compare results across studies.
• Limited funding: Humanities research may not always receive the same level of funding as other types of research. This can make it challenging for researchers to conduct large-scale studies or to have access to the same resources as other researchers in different fields.
• Limited impact : Humanities research may not always have the same level of impact as research in other fields, particularly in terms of policy and practical applications. This can make it challenging for researchers to demonstrate the relevance and impact of their work.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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• Humanities LibreTexts - Humanities
• Salt Lake Community College - Pressbooks - Introduction: Why Study the Humanities?

humanities , those branches of knowledge that concern themselves with human beings and their culture or with analytic and critical methods of inquiry derived from an appreciation of human values and of the unique ability of the human spirit to express itself. As a group of educational disciplines , the humanities are distinguished in content and method from the physical and biological sciences and, somewhat less decisively, from the social sciences. The humanities include the study of all languages and literatures , the arts , history , and philosophy . The humanities are sometimes organized as a school or administrative division in many colleges and universities in the United States .

The modern conception of the humanities has its origin in the Classical Greek paideia , a course of general education dating from the Sophists in the mid-5th century bce , which prepared young men for active citizenship in the polis, or city-state; and in Cicero ’s humanitas (literally, “human nature”), a program of training proper for orators, first set forth in De oratore ( Of the Orator ) in 55 bce . In the early Middle Ages the Church Fathers, including St. Augustine , himself a rhetorician, adapted paideia and humanitas —or the bonae (“good”), or liberales (“liberal”), arts, as they were also called—to a program of basic Christian education; mathematics , linguistic and philological studies, and some history, philosophy, and science were included.

The word humanitas, although not the substance of its component disciplines, dropped out of common use in the later Middle Ages but underwent a flowering and a transformation in the Renaissance . The term studia humanitatis (“studies of humanity”) was used by 15th-century Italian humanists to denote secular literary and scholarly activities (in grammar , rhetoric , poetry , history, moral philosophy , and ancient Greek and Latin studies) that the humanists thought to be essentially humane and Classical studies rather than divine ones. In the 18th century, Denis Diderot and the French Encyclopédistes censured studia humanitatis for what they claimed had by then become its dry, exclusive concentration on Latin and Greek texts and language. By the 19th century, when the purview of the humanities expanded, the humanities had begun to take their identity not so much from their separation from the realm of the divine as from their exclusion of the material and methods of the maturing physical sciences, which tended to examine the world and its phenomena objectively, without reference to human meaning and purpose.

Contemporary conceptions of the humanities resemble earlier conceptions in that they propose a complete educational program based on the propagation of a self-sufficient system of human values. But they differ in that they also propose to distinguish the humanities from the social sciences as well as from the physical sciences, and in that they dispute among themselves as to whether an emphasis on the subject matter or on the methods of the humanities is most effectual in accomplishing this distinction. In the late 19th century the German philosopher Wilhelm Dilthey called the humanities “the spiritual sciences” and “the human sciences” and described them, simply, as those areas of knowledge that lay outside of, and beyond, the subject matter of the physical sciences. On the other hand, Heinrich Rickert , an early 20th-century Neo-Kantian, argued that it is not subject matter but method of investigation that best characterizes the humanities; Rickert contended that whereas the physical sciences aim to move from particular instances to general laws, the human sciences are “idiographic”—they are devoted to the unique value of the particular within its cultural and human contexts and do not seek general laws. In the late 20th and early 21st centuries the American philosopher Martha Nussbaum emphasized the crucial importance of education in the humanities for maintaining a healthy democracy , for fostering a deeper understanding of human concerns and values, and for enabling students to rise above parochial perspectives and “the bondage of habit and custom” to become genuine citizens of the world.

Hilbert College Global Online Blog

Why are the humanities important, written by: hilbert college   •  feb 8, 2023.

Why Are the Humanities Important? ¶

Do you love art, literature, poetry and philosophy? Do you crave deep discussions about societal issues, the media we create and consume, and how humans make meaning?

The humanities are the academic disciplines of human culture, art, language and history. Unlike the sciences, which apply scientific methods to answer questions about the natural world and behavior, the humanities have no single method or tools of inquiry.

Students in the humanities study texts of all kinds—from ancient books and artworks to tweets and TV shows. They study the works of great thinkers throughout history, including the Buddha, Homer, Aristotle, Dante, Descartes, Nietzsche, Austen, Thoreau, Darwin, Marx, Du Bois and King.

Humanities careers can be deeply rewarding. For students having trouble choosing between the disciplines that the humanities have to offer, a degree in liberal studies may be the perfect path. A liberal studies program prepares students for various exciting careers and teaches lifelong learning skills that can aid graduates in any career path they take.

Why We Need the Humanities ¶

The humanities play a central role in shaping daily life. People sometimes think that to understand our society they must study facts: budget allocations, environmental patterns, available resources and so on. However, facts alone don’t motivate people. We care about facts only when they mean something to us. No one cares how many blades of grass grow on the White House lawn, for example.

Facts gain meaning in a larger context of human values. The humanities are important because they offer students opportunities to discover, understand and evaluate society’s values at various points in history and across every culture.

The fields of study in the humanities include the following:

• Literature —the study of the written word, including fiction, poetry and drama
• History —the study of documented human activity
• Philosophy —(literally translated from Greek as “the love of wisdom”) the study of ideas; comprising many subfields, including metaphysics, epistemology, ethics and aesthetics
• Visual arts —the study of artworks, such as painting, drawing, ceramics and sculpture
• Performing arts —the study of art created with the human body as the medium, such as theater, dance and music

Benefits of Studying the Humanities ¶

There are many reasons why the humanities are important, from personal development and intellectual curiosity to preparation for successful humanities careers—as well as careers in science, technology, engineering and mathematics (STEM) and the social sciences.

1. Learn How to Think and Communicate Well ¶

A liberal arts degree prepares students to think critically. Because the study of the humanities involves analyzing and understanding diverse and sometimes dense texts—such as ancient Greek plays, 16th century Dutch paintings, American jazz music and contemporary LGBTQ+ poetry—students become skilled at noticing and appreciating details that students educated in other fields might miss.

Humanities courses often ask students to engage with complex texts, ideas and artistic expressions; this can help them develop the critical thinking skills they need to understand and appreciate art, language and culture.

Humanities courses also give students the tools they need to communicate complex ideas in writing and speaking to a wide range of academic and nonacademic audiences. Students learn how to organize their ideas in a clear, organized way and write compelling arguments that can persuade their audiences.

2. Ask the Big Questions ¶

Students who earn a liberal arts degree gain a deeper understanding of human culture and history. Their classes present opportunities to learn about humans who lived long ago yet faced similar questions to us today:

• How can I live a meaningful life?
• What does it mean to be a good person?
• What’s it like to be myself?
• How can we live well with others, especially those who are different from us?
• What’s really important or worth doing?

3. Gain a Deeper Appreciation for Art, Language and Culture ¶

Humanities courses often explore art, language and culture from different parts of the world and in different languages. Through the study of art, music, literature and other forms of expression, students are exposed to a wide range of perspectives. In this way, the humanities help students understand and appreciate the diversity of human expression and, in turn, can deepen their enjoyment of the richness and complexity of human culture.

Additionally, the study of the humanities encourages students to put themselves in other people’s shoes, to grapple with their different experiences. Through liberal arts studies, students in the humanities can develop empathy that makes them better friends, citizens and members of diverse communities.

4. Understand Historical Context ¶

Humanities courses place artistic and cultural expressions within their historical context. This can help students understand how and why certain works were created and how they reflect the values and concerns of the time when they were produced.

5. Explore What Interests You ¶

Ultimately, the humanities attract students who have an interest in ideas, art, language and culture. Studying the humanities has the benefit of enabling students with these interests to explore their passions.

The bottom line? Studying the humanities can have several benefits. Students in the humanities develop:

• Critical thinking skills, such as the ability to analyze dense texts and understand arguments
• A richer understanding of human culture and history
• Keen communication and writing skills
• Enhanced capacity for creative expression
• Deeper empathy for people from different cultures

6. Prepare for Diverse Careers ¶

Humanities graduates are able to pursue various career paths. A broad liberal arts education prepares students for careers in fields such as education, journalism, law and business. A humanities degree can prepare graduates for:

• Research and analysis , such as market research, policy analysis and political consulting
• Nonprofit work , social work and advocacy
• Arts and media industries , such as museum and gallery support and media production
• Law, lobbying or government relations
• Business and management , such as in marketing, advertising or public relations
• Library and information science , or information technology
• Education , including teachers, curriculum designers and school administrators
• Content creation , including writing, editing and publishing

Employers value the strong critical thinking, communication and problem-solving skills that humanities degree holders possess.

5 Humanities Careers ¶

Humanities graduates gain the skills and experience to thrive in many different fields. Consider these five humanities careers and related fields for graduates with a liberal studies degree.

1. Public Relations Specialist ¶

Public relations (PR) specialists are professionals who help individuals, organizations and companies communicate with public audiences. First and foremost, their job is to manage their organizations’ or clients’ reputation. PR specialists use various tactics, such as social media, events like fundraisers and other media relations activities to shape and maintain their clients’ public image.

PR specialists have many different roles and responsibilities as part of their daily activities:

• Creating and distributing press releases
• Monitoring and analyzing media coverage (such as tracking their clients’ names in the news)
• Organizing events
• Responding to media inquiries
• Evaluating the effectiveness of PR campaigns

How a Liberal Studies Degree Prepares Graduates for PR ¶

Liberal studies majors are required to participate in class discussions and presentations, which can help them develop strong speaking skills. PR specialists often give presentations and speak to the media, so strong speaking skills are a must.

PR specialists must also be experts in their audience. The empathy and critical thinking skills that graduates develop while they earn their degree enables them to craft tailored, effective messages to diverse audiences as PR specialists.

Public Relations Specialist Salary ¶

The median annual salary for PR specialists was $62,800 in May 2021, according to the U.S. Bureau of Labor Statistics. The BLS expects the demand for PR specialists to grow by 8% between 2021 and 2031, faster than the average for all occupations.

The earning potential for PR specialists can vary. The size of the employer can affect the salary, as can the PR specialist’s level of experience and education and the specific duties and responsibilities of the job.

In general, PR specialists working for big companies in dense urban areas tend to earn more than those working for smaller businesses or in rural areas. Also, PR specialists working in science, health care and technology tend to earn more than those working in other industries.

BLS data is a national average, and the salary can also vary by location; for example, since the cost of living is higher in California and New York, the average salaries in those states tend to be higher compared with those in other states.

2. Human Resources Specialist ¶

Human resources (HR) specialists are professionals who are responsible for recruiting, interviewing and hiring employees for an organization. They also handle employee relations, benefits and training. They play a critical role in maintaining a positive and productive work environment for all employees.

How a Liberal Studies Degree Prepares Graduates for HR ¶

Liberal studies majors hone their communication skills through coursework that requires them to write essays, discussion posts, talks and research papers. These skills are critical for HR specialists, who must communicate effectively with company stakeholders, such as employees, managers and corporate leaders.

Additionally, because students who major in liberal studies get to understand the human experience, their classes can provide deeper insight into human behavior, motivation and communication. This understanding can be beneficial in handling employee relations, conflict resolution and other HR-related issues.

Human Resources Specialist Salary ¶

The median annual salary for HR in the U.S. was $122,510 in May 2021, according to the BLS. The demand for HR specialists is expected to grow by 8% between 2021 and 2031, per the BLS, faster than the average for all occupations.

3. Political Scientist ¶

A liberal studies degree not only helps prepare students for media and HR jobs—careers that may be more commonly associated with humanities—but also prepares graduates for successful careers as political scientists.

Political scientists are professionals who study the theory and practice of politics, government and political systems. They use various research methods, such as statistical analysis and historical analysis, to study political phenomena: elections, public opinions, the effects of policy changes. They also predict political trends.

How the Humanities Help With Political Science Jobs ¶

Political scientists need to have a deep understanding of political institutions. They have the skills to analyze complex policy initiatives, evaluate campaign strategies and understand political changes over time.

A liberal studies program provides a solid foundation of critical thinking skills that can sustain a career in political science. First, liberal studies degrees can teach students about the histories and theories of politics. Knowing the history and context of political ideas can be useful when understanding and evaluating current political trends.

Second, graduates with a liberal studies degree become accustomed to communicating with diverse audiences. This is a must to communicate with the public about complex policies and political processes.

Political Scientist Specialist Salary ¶

According to the BLS, the median annual wage for political scientists was $122,510 in May 2021. The BLS projects that employment prospects for political scientists will grow by 6% between 2021 and 2031, about as fast as the average for all occupations.

4. Community Service Manager ¶

Community service managers are professionals who are responsible for overseeing and coordinating programs and services that benefit the local community. They may work for a government agency, nonprofit organization or community-based organization in community health, mental health or community social services.

Community service management includes the following:

• Training and overseeing community service staff and volunteers
• Securing and allocating resources to provide services such as housing assistance, food programs, job training and other forms of social support
• Developing and implementing efficient and effective community policies
• Fundraising and applying for grants grant to secure funding for their programs

In these and many other ways, community service managers play an important role in addressing social issues and improving the quality of life for people in their community.

Community Service Management and Liberal Studies ¶

Liberal studies prepares graduates for careers in community service management by providing the tools for analyzing and evaluating complex issues. These include tools to work through common dilemmas that community service managers may face. Such challenges include the following:

• What’s the best way to allocate scarce community mental health resources, such as limited numbers of counselors and social workers to support people experiencing housing instability?
• What’s the best way to monitor and measure the success of a community service initiative, such as a Meals on Wheels program to support food security for older adults?
• What’s the best way to recruit and train volunteers for community service programs, such as afterschool programs?

Because the humanities teach students how to think critically, graduates with a degree in liberal studies have the skills to think through these complex problems.

Community Service Manager Salary ¶

According to the BLS, the median annual wage for social and community managers was $74,000 in May 2021. The BLS projects that employment prospects for social and community managers will grow by 12% from 2021 to 2031, much faster than the average for all occupations.

5. High School Teacher ¶

High school teachers educate future generations, and graduates with a liberal studies degree have the foundation of critical thinking and communication skills to succeed in this important role.

We need great high school teachers more than ever. The U.S. had a shortage of 300,000 teachers in 2022, according to NPR and the National Education Association The teacher shortage particularly affected rural school districts, where the need for special education teachers is especially high.

How the Humanities Prepare Graduates to Teach ¶

Having a solid understanding of the humanities is important for individuals who want to become a great high school teacher. First, a degree that focuses on the humanities provides graduates with a deep understanding of the subjects that they’ll teach. Liberal studies degrees often include coursework in literature, history, visual arts and other subjects taught in high school, all of which can give graduates a strong foundation in the material.

Second, liberal studies courses often require students to read, analyze and interpret texts, helping future teachers develop the skills they need to effectively teach reading, writing and critical thinking to high school students.

Third, liberal studies courses often include coursework in research methods, which can help graduates develop the skills necessary to design and implement engaging and effective lesson plans.

Finally, liberal studies degrees often include classes on ethics, philosophy and cultural studies, which can give graduates the ability to understand and appreciate different perspectives, cultures and life experiences. This can help future teachers create inclusive and respectful learning environments and help students develop a sense of empathy and understanding toward others.

Overall, a humanities degree can provide graduates with the knowledge, skills and abilities needed to be effective high school teachers and make a positive impact on the lives of their students.

High School Teacher Salary ¶

According to the BLS, the median annual wage for high school teachers was $61,820 in May 2021. The BLS projects that the number of high school teacher jobs will grow by 5% between 2021 and 2031.

Take the Next Step in Your Humanities Career ¶

A bachelor’s degree in liberal studies is a key step toward a successful humanities career. Whether as a political scientist, a high school teacher or a public relations specialist, a range of careers awaits you. Hilbert College Global’s online Bachelor of Science in Liberal Studies offers students the unique opportunity to explore courses across the social sciences, humanities and natural sciences and craft a degree experience around the topics they’re most interested in. Through the liberal studies degree, you’ll gain a strong foundation of knowledge while developing critical thinking and communication skills to promote lifelong learning. Find out how Hilbert College Global can put you on the path to a rewarding career.

Indeed, “13 Jobs for Humanities Majors”

NPR, The Teacher Shortage Is Testing America’s Schools

U.S. Bureau of Labor Statistics, High School Teachers

U.S. Bureau of Labor Statistics, Human Resources Specialists

U.S. Bureau of Labor Statistics, Political Scientists

U.S. Bureau of Labor Statistics, Public Relations Specialists

U.S. Bureau of Labor Statistics, Social and Community Service Managers

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Researching in the Humanities

The fields in the Humanities discipline generally include the visual and performing arts, philosophy, literature, religion, history, languages, art history, and classics.  Although research methods differ among the Humanities, the Social Sciences, and the Sciences, any research project in any discipline starts with curiosity and a hypothesis.  Often research topics are interdisciplinary and may include multiple subject areas and methods from more than just one discipline.

When beginning a research project in the humanities, you must develop a deep knowledge base in a subject area, choose original sources to examine, locate and evaluate sources that also explore your areas of interest, and then come to your own original conclusions. Libraries can help you find the material you need to get started.  The research guides listed on the right are created by WUSTL Subject Librarians.  Subject Librarians have expertise in both searching techniques and academic fields, and their online guides suggest resources for the different phases of the research process: 1) Use background sources to establish your knowledge base.  These could be subject encyclopedias, key works in a field, bibliographies, etc. 2) Select original sources, commonly referred to as primary sources, for your analysis.  Primary sources are simply original works, e.g., novels, photographs, diaries, correspondence, advertisements, eyewitness accounts. 3) Find articles, reviews, and books that analyze primary sources.  These are known as secondary sources. Then, synthesize all this information with your own thinking and draw your original conclusions, thus creating new research in the field.

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• URL: https://libguides.wustl.edu/researchapproaches

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Division of Humanities

Why the humanities matter.

The study of reason and imagination, which takes place in the humanities, involves grappling — through reading, discussion and frequent writing — with important texts and ideas throughout history and across cultures. The study of other languages enables close encounters with surprising new ways of thinking about and comprehending the world. Such inquiries deepen our understanding of the past, enlarge our perceptions of the present and suggest a range of sustainable paths through the unknown future.

The habits of thought cultivated by our rich programs promote openness, flexibility, observational skills, alertness to moral complexity and the sharpening of our precious human faculties of reason and imagination, so necessary in our ever-more complex world.

The humanities are especially vital in an interconnected, restless world. They foster a genuine and deep understanding of individual and social justice, an authentic appreciation and admiration for difference, and a thrilling and life-enhancing recognition of beauty in its many forms. The study of the humanities inevitably deepens and fundamentally alters our often-narrow concepts of globalism. As the humanities range over cultures and genres, from ancient texts through modern films and popular cultures, they expand the boundaries of our minds. Students have numerous opportunities to hone their powers of reasoning, imagination and discernment.

Humanistic inquiry allows each of us to enter into the ongoing conversation of humankind about things that matter. These conversations and the works of literature and philosophy constitute the essence of what it means to be a human being.

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Four types of research in the humanities: Setting the stage for research quality criteria in the humanities

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Michael Ochsner, Sven E. Hug, Hans-Dieter Daniel, Four types of research in the humanities: Setting the stage for research quality criteria in the humanities, Research Evaluation , Volume 22, Issue 2, June 2013, Pages 79–92, https://doi.org/10.1093/reseval/rvs039

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This study presents humanities scholars’ conceptions of research and subjective notions of quality in the three disciplines German literature studies, English literature studies, and art history, captured using 21 Repertory Grid interviews. We identified three dimensions that structure the scholars’ conceptions of research: quality, time, and success. Further, the results revealed four types of research in the humanities: positively connoted ‘traditional’ research (characterized as individual, discipline-oriented, and ground-breaking research), positively connoted ‘modern’ research (cooperative, interdisciplinary, and socially relevant), negatively connoted ‘traditional’ research (isolated, reproductive, and conservative), and negatively connoted ‘modern’ research (career oriented, epigonal, calculated). In addition, 15 quality criteria for research in the three disciplines German literature studies, English literature studies, and art history were derived from the Repertory Grid interviews.

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What’s the Value of Humanities Research?

What’s the Value of Humanities Research? Panel Presentations and Open Discussion

Monday, September 8, 2014 3:00 P.M. – 5:00 P.M. Banquet Room, University Club Building

W e in the humanities face widespread clamor for STEM fields, public demand for measurable and monetary value for research and majors, and rapidly changing landscapes of knowledge in the unfolding Digital Revolution and globalized Information Age. With the humanities “in crisis”—yet again—many are effectively defending the importance of the humanities for a college education.

But what about  research  in the humanities? Does it  matter ? How and why?

• What’s the  value of research  in the humanities in the 21st century? What’s its use or usefulness? How do we define  value in reference to our work?
• What’s the  matter  of humanities research? Is our task preservation or creation? Interpretation or discovery? Critical analysis or recovery? Innovations or replications? Instrumentalist solutions to problems or joyful expansions of knowledge?
• Should our research engage more substantially with the issues facing the world today? Is it sufficient to pursue knowledge as an end in itself?
• Do the “pure humanities” parallel “pure science” in as-yet-undetermined future value?
• Can we justify the humanities’ conventional focus on human meaning-making in a “posthuman” age of massive climate change, the declining diversity of species, the rise of robots, cyborgs, and chimeras?
• Can or should humanities research become more collaborative? What forms of collaboration beyond the model of lab science might work in the humanities? Is there still a role for individual research?
• Who do we do humanities research for? And to what purpose? A small circle of specialists? A wide range of fields? Our students? The “public”? Ourselves?
• What’s the value of humanities  research  for a liberal arts education? For students? For the “public”? For individuals? For familial, communal, and global relations?
• How do we affirm and communicate humanities research in the face of constant pressure to justify the value and usefulness of what we do?

Panel Presentations followed by open discussion. Come with your ideas!

Biographies of Panelists

Guillermina De Ferrari  is Professor of Spanish and Comparative Literature and the Director of the Center for Visual Cultures. Her research focuses on contemporary Caribbean narrative and art. Her first book  Vulnerable States: Bodies of Memory in Contemporary Caribbean Fiction  (2007) studies the metaphorical power of the vulnerable body in Caribbean narrative from the perspective of postcolonial theory. Her second book  Community and Culture in Post-Soviet Cuba  (2014), which analyzes contemporary literature and art produced in Cuba since 1991, attributes the extraordinary survival of the Cuban Revolution to a social contract based on deeply ingrained notions of gender, community, and ethics. She is currently curating an exhibit called Apertura: Photography in Cuba Today  to be held at the Chazen Museum in spring 2015.

Sara Guyer  is Professor of English and Director of the Center for the Humanities. She also teaches in the Center for Jewish Studies and the Department of Comparative Literature and Folklore Studies, and has designed a new graduate certificate in public humanities that will launch this spring. Her research focuses on romanticism and its legacies, on biopolitics and critical theory, and more recently on institutional questions of the humanities. She is the author of  Romanticism after Auschwitz  (2007) and the forthcoming  Reading with John Clare: Biopoetics, Sovereignty, Romanticism  (2015). She is currently at work on a collection of essays on “strategic anthropomorphism” and a special issue of  South Atlantic Quarterly  on biopolitics. She edits the new book series at Fordham,  Lit Z  and serves on the International Advisory Committee of the Consortium of Humanities Centers and Institutes.

Caroline Levine  is Professor and Chair of the English Department. She specializes in Victorian literature, world literature, and literary and cultural theory. Particularly interested in relations between art and politics, she is the author of three books that address this question from different perspectives:  The Serious Pleasures of Suspense: Victorian Realism and Narrative Doubt (2003);  Provoking Democracy: Why We Need the Arts  (2007); and  Forms: Whole, Rhythm, Hierarchy, Network  (forthcoming, 2015). She is also the nineteenth-century editor of the  Norton Anthology of World Literature  and co-convener of the World Literatures Research Group and Sawyer Seminar (2015-17).

David Loewenstein  is the Helen C. White Professor of English and the Humanities; he is an affiliate of the UW Religious Studies Program. His research has focused on literature in relation to politics and religion in early modern England. Noted Milton scholar and author of many books, he has most recently published  Treacherous Faith: The Specter of Heresy in Early Modern English Literature and Culture  (2013), a book that studies the culture of religious fear-mongering and the construction of heretics and heresies in early modern England from Thomas More to John Milton; much of the research for this book was done while he was a Senior Fellow at the IRH.

Daegan Miller  is a Mellon Post-doctoral Fellow and a cultural and environmental historian of the 19th-century American landscape. His work focuses on how nineteenth-century Americans conceived of alternative, countermodern landscapes, ones that contest the legacy of Manifest Destiny, scientific racism, and the cultural hegemony of capitalism. Besides cultural and environmental history, he draws on eco-criticism, visual culture, cultural landscape studies, the history of science and technology, the various spatial turns in the humanities, and radical politics. He has published work in  Rethinking History , Environmental Humanities , the creative writing journal  Stone Canoe , and currently has pieces working their way through Raritan  and  The American Historical Review . He is completing a book manuscript, Witness Tree: Essays on Landscape and Dissent from the 19th-Century United States.

Lynn Nyhart  is Vilas-Bablitch-Kelch Distinguished Achievement Professor of the History of Science, with affiliations in the Holtz Center for Science and Technology Studies, the Center for German and European Studies, and Gender and Women’s Studies. Nyhart’s main research interests lie in the history of European and American biology in the nineteenth and early twentieth centuries, and the relations between popular and professional science. With Scott Lidgard at the Field Museum (Chicago), she is currently working on a history of concepts of biological part-whole relations and individuality in the nineteenth century. She is the author of  Modern Nature: The Rise of the Biological Perspective in Germany  (2009), and  Biology Takes Form: Animal Morphology and the German Universities, 1800-1900  (1996). She is immediate past president of the History of Science Society.

References for the Curious

Sources addressing the “crisis in the humanities” and what we should do about it abound. For the curious, the Institute is making available the following resources located in Room 201 (the Copy Room) for reading in the building.

• American Academy of Arts and Sciences.  The Heart of the Matter: The Humanities and Social Sciences . Report Brief. Summary of Report submitted to Congress. June 2013.
• Peter Brooks, ed.  The Humanities and Public Life . Essays by Appiah, Butler, and many others. New York: Fordham UP, 2014.
• Helen Small.  The Value of the Humanities . Oxford: Oxford UP, 2013.

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The humanities belong to everyone

The humanities preserve our valued traditions and transmit them from generation to generation. The humanities listen to the voices of many generations and share them through history, literature, philosophy, ethics, religion, languages, archaeology, and all the other areas of thought and culture that make up the record of human activity.

The humanities have practical applications for everyday life. They offer individuals and societies the opportunity to test ideas or actions and to imagine their consequences. The humanities provide a context for envisioning the impact—positive and negative—of new ideas in our culture, politics, and daily lives. They benefit people by helping them to think about and to consider life’s surprises and challenges before they happen and by giving strength when they do happen. The humanities help us to make informed decisions.

The humanities help us answer big questions. What is the meaning, value, and purpose of human life? What is justice? What is equality? What is freedom? How might a just society function? How do individuals relate to the state and society? What are the moral consequences of human action? Why do both cruelty and good exist? How do people best work together?

The humanities

• Give us wisdom and vision
• Clarify our roles as citizens in a democratic society
• Explain politics, religion, business, ethics, international relations, social and community values
• Encourage our participation in our communities
• Assist us in weighing the ideas, statements, and discourse we hear and read
• Help us understand and explain to what or to whom we give authority
• Awaken us to the possibilities of human life and culture
• Let us think big and understand much
• Make us curious about people and places
• Open us to the experiences of others and allow us to understand what we haven’t experienced ourselves
• Give us the means to recognize the common ground shared by all varieties of human thought and endeavor, and to bring about connections among them
• Help to make sense of the world we live in
• Tease our brains and expand our understanding
• Power our imaginations
• Preserve and share our stories
• Explore what it is to be human
• Assure us that we are not alone

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Humanities at Illinois

Why studying the humanities matters, why study the humanities, the world needs humanists.

In a world that’s increasingly automated, people who can use words effectively are vital to building relationships and perceiving new possibilities. Countless leaders agree—for example, Steve Jobs has mentioned that "it's in Apple's DNA that technology married with liberal arts married with the humanities yields the result that makes our heart sing."

When you graduate with a humanities degree , you'll have a skill set that employers are actively looking for—humanities students gain expertise in creative thinking, communication, problem solving, relationship building, and more. No matter what you want to do, choosing a humanities major from the University of Illinois will prepare you for a bright future.

Hear from English and Latina/Latino studies alumna Issy why humanities education is important for all students, read on to learn more, and then apply to a humanities major at the University of Illinois.

What are the humanities?

What is the study of humanities ? Humanities involve exploring human life's individual, cultural, societal, and experiential aspects. Studying humanities helps us understand ourselves, others, and the world. If you're interested in humanities, you'll find a variety of subjects to choose from.

The objects of the humanities are the values we embrace, the stories we tell to celebrate those values, and the languages we use to tell those stories. The humanities cover the whole spectrum of human cultures across the entire span of human history.

The College of LAS offers dozens of humanities majors , so as a student at UIUC you're sure to find a path that's right for you. Many of your classes will be small enough to allow intense, in-depth discussion of important topics, guided by teachers who are leading experts in their fields. You will learn from people who know you and take a personal interest in your success. This experiential, interactive learning is deeply satisfying, a source of enjoyment that is one good reason to major in the humanities.

What you learn also will be useful in any career you pursue. Specialized training for a specific profession has a very short shelf life, but the knowledge and skills that come with studying the humanities never go out of date.

To study the humanities is to cultivate the essential qualities you will need in order to achieve your personal and professional goals as you help to create a better society for all human beings.

Why are the humanities important?

Studying the humanities allows you to understand yourself and others better, offering better contexts to analyze the human experience.

So, why is humanities important, and why is it critical to study them? Human values are influenced by   religion, socioeconomic background, culture, and even geographical location. The humanities help us understand the core aspects of human life in context to the world around us.

The study of humanities also helps us better prepare for a better future. They teach you skills in the areas of critical thinking, creativity, reasoning, and compassion. Whatever your focus, you'll learn the stories that shape our world, helping you see what connects all of us!

W hat is humanities in college ? What will your courses look like? Just a few popular humanities majors include English, philosophy, gender studies, and history. And while these studies might center around different topics, settings, and even periods in human history, they all share a  common goal of examining how we are connected.

Humanities studies may seem less concrete than STEM studies, and some might consider them a luxury we can't afford in a culture that values capital over society. This raises some common questions: Why is humanities important right now? Is it even relevant to our lives today? The answer to those questions lie in how the humanities help us in  understanding human culture , emotions, and history—which is vital now more than ever!

As technology advances—such as with artificial intelligence and machine learning becoming more common—it might seem like human beings are becoming less central to the world's workings. That may lead to asking, "why is humanities important if humans are required less in day-to-day operations?" The reality, though, is that rapid changes and development in our world only make the constant aspects of human nature more crucial to explore and celebrate. A deep understanding of humanity gained by studying the humanities helps us not only navigate but also thrive through these changes. The humanities are vital to preserving the core of what makes us human.

So, why study humanities? 

What is the study of humanities going to do for my career? Why is humanities important for my work ?

These are two questions commonly asked when students consider an academic journey in the humanities. The journey from classroom to career may not seem as direct for humanities students as those following more defined career paths. However, it’s that nebulous nature that make them such excellent choices. The skills you learn from your studies, like creative thinking, emotional intelligence, and communication, are essential to any career and industry.

And if you are asked, "What is humanities studies ' advantage compared to more 'concrete' subjects like math or science?," you can simply answer that the humanities make you stand out. Employers highly value the nuanced skills gained from humanities studies . In today's rapidly evolving job market, the ability to think critically, communicate effectively, and understand complex social and cultural contexts can set candidates apart.

Ready to take the next step? 

You’ll be ready for any future you can imagine by earning a degree in the humanities from the University of Illinois. Apply to a humanities major today!