Why We Should Study Humanities

Old people themselves confirm that humanities contribute to understanding the information that transcends the verbal, linear, and measurable. The view of humanities is different in terms of the kinds of issues being asked and how they are being answered. Well-versed individuals use analytical methods to tackle complicated questions without definitive responses. In tradition, such techniques are textual analysis; deconstruction, narrative analysis, discourse analysis, and ethnographic description have long been practiced and respected. Humanities’ frameworks and techniques concentrate on interpreting and expressing the various, elusive, and awe-inspiring that complements and provides a distinctive dialog.

The existing level of impact by humanities merits wider recognition in terms of academics, daily practices, and by the human itself in larger aspects. Firstly, the creation of knowledge in the midst of academics improves understanding, challenges current understanding, and sets fresh study trends in the development of resources for future discovery. In terms of impacts in practice, the professional behavior changes as it shifts the interpretation and judgment in various perspectives.

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In a wider sense, preserving heritage including artifacts, buildings, and languages, entertainment, and recreation practices is at risk. Most importantly, humanism, compassion, altruism, and self-reflection hold the most severe criteria among all. The training of communication skills in developing the craft and artistry of literature has been one of the concerns in the modern century. Inclined with that matter, studying humanities has been recognized as a potentially rich method to address these issues. Exploring the art of humanities does not carry a burden to the learners rather, it is generally pleasurable.

It produces a welcome area of safety and relaxation where students can be imaginative, creative, self-conscious, calmer, and more compassionate vantage point. Hence, studying humanities defy the priorities, understandings, and presumptions transmitted through formal training to learners.

In the year 1997, medical students and residents at the University of California believed that teaching humanities and arts can make them better doctors in the future. They made use of the essence of humanities to come up with creative projects to reflect on patients and themselves. In the program, the founders define medical humanities and arts as incorporating teaching materials based on the curricula of medical school and residency. Erstwhile, this has included the use of poetry and prose, particularly about and often written by physicians and patients; narrative ethics in the form of valuable histories of elicited patients and preceptors; and visual and performing arts, including photographic displays, theater for readers, plays, musical performance, dance, and independent research initiatives for humanities. Their core goals are: to stimulate the ability to closely monitor and carefully interpret the language and actions of patients; to expound the imagination and curiosity regarding the experiences of patients; to improve empathy for the views of patients and family members; to promote patient relationships and emotional connections; to accentuate an entire knowledge about patients; and lastly, to encourage reflection on experience and its significance. The mentioned objectives were witnessed in multiple special events and sets of schemes where community doctors, patients, nurses, and other hospital employees were engaged in theatrical performances on ovarian cancer, creative writing for cancer patients, and anatomy photography display. Furthermore, the cultivation of humanities grasps the most beneficial use of clinical care implementation. Over time, the Medical Humanities program is increasingly emphasizing the particular significance and implementation of patient care learning, parallel to enhanced learner interaction with patients. This concept is particularly crucial at the stage of residency, where citizens often express skepticism that humanities and arts can teach them anything that would be helpful in their patients' day-to-day contact. In the running years, point of view writing or other creative literary, artistic, or musical forms of self-expression has been dedicated to medical learners. This direct involvement with literary and artistic forms offers an emotional immediacy and bond that does not happen as easily as a result of the more passive exposure engaged in reading others' works. Finally, the program sponsors unique projects involving learners, residents, teachers, employees, and patients. To date, these included a student-initiated art and humanities journal that explored the experiences of patients with the disease, the relationship between doctor and patient, and the experience of students with the involvement of socialization into medicine.

As a whole, the significance and urgency of preserving and/or revitalizing humanity and its practices are highly crucial to how learners could engage in this job themselves. It will require a keener awareness and deeper understanding of the centrality and indispensability of humanities in human life, societies, and cultures. The global discourse on 'sustainability' rarely involves discussion of culture and humanity. With that being said, studying the literature of humanity helps individuals to appreciate the magnitude of matter involved in understanding the relationship of humanities to the physical, spiritual, intellectual, social, cultural, economic, and organizational health of humans.