Something I noticed doing humanities is you can basically coast through doing a minimum of readings as long as you are an eloquent writer with a creative imagination.

I could probably produce a B paper out of my ass on any subject at any point.

I have not studied STEM but I imagine this is not the case!

My interpretation is that this difference shapes humanities students views on STEM to some degree.

Some of them:

-They don’t want to have to do STEM distribution requirements. They’re comfortable in their predicament.

-Have a bit of an inferiority complex next to disciplines with hard wrong answers.

-Fight to have wrong answers removed from their courses. They want to have vocabulary quizzes removed from language courses for example.

I think it’s legitimate to ask cultural and historical questions about the role of math and science.

But I also think this biasing influence above makes humanitities students try to view all objective disciplines through a subjective lens.

It’s tremendously sad. Math and logic are fun. I endorse learning both to some extent at your own speed. It’s basically the study of not being wrong.

PS: a shocking percentage of class tome in language courses really is debating whether vocab quizzes should be a thing. People don’t wanna be wrong.