37. Because scientific knowledge is increasingly important in our technological¹ world
and in the practical world of jobs and careers, schools should devote sufficient time to
teaching mathematics and science. This is not to say, however, that schools should
devote less time to the arts or humanities. To the contrary, in a technological age the
study of arts and humanities is probably more important than ever—for three reasons.
      First of all, studying the arts and humanities can help students become better
mathematicians² and scientists. For example, recent studies of cognitive³ development
show that studying music at an early age can strengthen a child's later grasp of
mathematics. And understanding philosophical⁴ concepts has helped scientists recognize
their own presuppositions, and frame their central questions more accurately⁵.
      Secondly⁶, studying the creative and intellectual achievement of others helps
inspire our own creativity and intellectual questioning. This is particularly important in
an era dominated by technology, where we run a serious risk of becoming automatons⁷
who fit neatly⁸ into the efficient functioning of some system.
      Finally, technology is valuable as an efficient means to our important goals. But
neither technology, nor the science on which it is founded, decides which goals are best,
or judges the moral value of the means we choose for their attainment⁹. We need the
liberal arts to help us select worthwhile ends and ethical¹⁰ means.
      In conclusion, schools should not devote less time to the arts and humanities.
These areas of study augment¹¹ and enhance learning in mathematics and science, as well
as helping¹² to preserve the richness of our entire human legacy¹³ while inspiring us to
further it. Moreover, disciplines within the humanities provide methods and contexts for
evaluating the morality of our technology and for determining its proper direction.

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