C. M. Rubin: The Global Search for Education: More Arts Please
The more dynamic and collaborative we are in our approaches to teaching, the more likely we are to deepen our understanding of ourselves and of other times as well. Part of our problem is that we have constructed education systems that are like production lines. There is a big separation in our schooling systems between the arts and the sciences. They are taught by different people in different rooms at different times of the day. One example I give of the consequences is from the Natural History Museum. If you visit the insect rooms, you'll find wonderful displays of butterflies, all arranged in glass cases on the walls. They're dead, but beautifully arranged by classification, i.e. size, color, etc. In the room next to them you'll find the beetles. In another room you'll find the spiders. But, if you go out into the world, that is not how you see them. You do not see the butterflies keeping to themselves over in one corner or the spiders lined up in columns keeping their distance. In nature, they are interacting with each other.
It's the same in human cultures. They evolve by ideas from different disciplines affecting each other. They flow into each other and inspire people to think differently in their own fields. Schools can stifle this creative interaction by classifying subjects too tightly and keeping them too firmly in separate boxes.