There is, I believe, a balance to be struck between STEM and humanities education in schools. All students should, at the very least, have the opportunity to explore a wide range of topics and skills, and we need to be careful about the messages we send students about which skills are more “valuable.”
But too often, as I regularly tell my Marketing colleagues, we tell that story “too small.” We focus on features, on the “what” of our database product, and not nearly enough on the “why” behind the technology. Answering that “why” question is something English majors do very well.
This what/why balance mirrors the balance we try to strike in schools between content and skills. That balance is complicated, and we need to look at it through multiple lenses.