The Crisis of the Humanities in Higher Education

 In the realm of higher education, the value and status of the humanities have long been subjects of intense debate and scrutiny. Recent developments in the United Kingdom have brought this issue to the forefront, as several universities, including Canterbury Christ Church University, face severe financial constraints that have forced them to implement drastic measures such as staff layoffs, departmental mergers, and even the discontinuation of certain disciplines. Among the casualties is English literature, a field that embodies profound cultural heritage and humanistic spirit. This alarming trend has not only sent shockwaves through the academic community in the UK but has also sparked a global conversation about the future of the humanities.

The humanities, encompassing disciplines such as literature, history, philosophy, and the arts, have traditionally been regarded as the cornerstone of a well-rounded education. They foster critical thinking, cultural understanding, and the ability to engage with complex human experiences. However, in an era increasingly dominated by STEM (science, technology, engineering, and mathematics) fields and market-driven educational priorities, the humanities are often perceived as less "practical" or "economically viable." This perception has led to a gradual erosion of funding and support for humanities programs, culminating in the current crisis.

The decision to cut English literature programs at institutions like Canterbury Christ Church University is emblematic of this broader trend. English literature, with its rich tradition of exploring the human condition through language and storytelling, is more than just an academic discipline—it is a vital means of preserving and interpreting cultural identity. Its removal from the curriculum represents not only a loss for students but also a blow to the intellectual and cultural fabric of society.

The repercussions of these cuts extend far beyond the UK. Universities around the world are grappling with similar challenges, as they face pressure to prioritize programs that promise immediate economic returns. This shift raises critical questions about the purpose of higher education: Should it be solely a pathway to employment, or should it also serve as a space for intellectual exploration, cultural preservation, and the cultivation of empathy and ethical reasoning?

The global academic community has responded to these developments with a mix of concern and determination. Scholars, educators, and advocates of the humanities are calling for a reevaluation of the metrics used to assess the value of academic disciplines. They argue that the benefits of the humanities—though often intangible and long-term—are indispensable for fostering informed, thoughtful, and engaged citizens. Moreover, they emphasize that the skills cultivated by the humanities, such as critical analysis, communication, and adaptability, are increasingly relevant in a rapidly changing world.

As we navigate this pivotal moment in the history of higher education, it is essential to reflect on the broader implications of sidelining the humanities. The current crisis is not merely a financial or administrative issue; it is a cultural and philosophical one that challenges us to reconsider what we value in education and society. By engaging in this conversation, we can work toward a future that balances economic pragmatism with the enduring need for humanistic inquiry and cultural enrichment.

This article delves into the ongoing debate surrounding the humanities, exploring the causes and consequences of their decline, as well as the efforts being made to safeguard their future. Through a combination of historical context, expert insights, and global perspectives, it aims to shed light on why the humanities matter and why their preservation is crucial for the well-being of individuals and societies alike. Join us as we examine the challenges facing the humanities and envision a path forward that honors their indispensable role in shaping a more thoughtful and compassionate world.

 

 

The decision by Canterbury Christ Church University in Kent to discontinue its English literature degrees has sparked quite a bit of debate, though much of it is misdirected. The university essentially stated that interest in studying English literature at the degree level had dwindled to the point where the course was no longer sustainable. If you can't study EngLit in the birthplace of Chaucer and Marlowe, then where could you possibly do it?

Canterbury’s story is far from unique. English Literature is in a sharp decline at the A-level, with the number of students falling from 83,000 in 2013 to just 54,000 in 2023. The situation at universities has followed a similar trajectory, with a noticeable drop over the past decade. However, the statistics are a bit murky since many students still engage with literature through other courses like creative writing and linguistics. In a broader sense, humanities subjects appear to be losing their allure, with only 38% of students enrolling in such courses in 2021/22, compared to nearly 60% in the period between 2003/4 and 2015/16.

The primary reason behind this decline is likely the rising cost of tuition fees and the increasing expectation that students select courses that will provide a strong return on their investment. Additionally, the precarious state of university finances is prompting deep cuts, including the recent elimination of a well-regarded chemistry course at Hull. But the more alarming trend is the widespread closure of arts and humanities departments—encompassing disciplines like art, music, drama, and dance—at universities such as Goldsmiths, Oxford Brookes, and Surrey, leading to the loss of hundreds of academic jobs.

English Literature may seem like an easy target for cuts. Many argue that the 2013 curriculum reforms, spearheaded by Michael Gove, set the stage for a content-heavy education system that focused on final exams. Successive Conservative education ministers have also advocated for an increased emphasis on science and technology, while casting doubt on the career prospects of arts graduates.

Nonetheless, studying literature is undeniably valuable. Virginia Woolf, who was deeply affected by her father’s refusal to let her attend university, viewed books as a means to transcend the self. Universities should aim to encourage rational inquiry and intellectual exploration, not merely produce a workforce of “useful” individuals. It’s unfortunate that tuition fees have turned higher education into a somewhat transactional experience. Courses should challenge students, pushing them to engage deeply with texts rather than merely skimming the surface.

The closure of Canterbury’s course came at the same time as a National Literacy Trust report revealing that only 35% of 8 to 18-year-olds enjoy reading for pleasure—a nearly 9 percentage-point drop in just a year. Reading rates are plummeting, the gender gap is widening, and the causes are numerous, from the dominance of social media to the closure of libraries and diminishing attention spans. Some educators have suggested replacing traditional texts like Dickens with courses on social media studies, but as Evelyn Waugh’s Scoop might quip: “Up to a point, Lord Copper.”

We should be deeply concerned about the closure of Canterbury Christ Church University’s English Literature course. The state of universities is shocking, and the new government has only begun the massive task of stabilizing the sector. This situation represents more than just an institutional failure; it signals a broader cultural shift that could leave future generations without the intellectual, empathetic, and critical tools that literature provides. As Hemingway once said, “There is no friend as loyal as a book.” Relying on Instagram influencers won’t take us far. We still need Our Mutual Friend.