As students navigate an increasingly complex world, there is a growing recognition of the need to integrate the humanities into science education. Moreover, science itself becomes more meaningful when it is connected to other subjects. We want our students to not only gain scientific knowledge, but also to encourage their imaginations and creative thinking to explore the relevance of that knowledge to the larger world. Science provides data, methodology, and technical knowledge, while the humanities provide historical, cultural, philosophical, and ethical context. Science can tell us what we can do; the humanities can tell us what we should do: for example, in Artificial Intelligence (AI), genetic engineering, and climate change. The humanities train students to question assumptions, build arguments, and communicate effectively—all essential for the next generation of citizens.  

Studies have shown the benefit of intersectional learning between the sciences and the humanities. For example, the 2018 National Academies consensus report The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education: Branches from the Same Tree found that integrated learning outcomes—such as effective writing and communication, teamwork, critical thinking, ethical decision-making, and the placing of new knowledge in real-world contexts—are essential for preparing students to solve complex, real-world problems that transcend disciplines, especially science.  

Many examples of this integration are emerging in higher education. For instance, at DePauw University in Greencastle, Indiana, students study biochemistry by creating sculptures inspired by protein-folding research. At Syracuse University in New York, students gain a deeper understanding of neurobiology by writing haiku. [See Ashley, Bear and David Skorton, “The World Needs Students With Interdisciplinary Education.” Issues in Science and Technology 35 (2)(Winter 2019): 60–62.)] 

A growing number of high schools incorporate science, technology, engineering, arts, and math (STEAM) by using interdisciplinary education and project-based learning (in which students acquire deeper knowledge through active exploration of real-world problems). These approaches often require teachers to team-teach or collaborate to integrate the different subject areas.  While STEAM education is not yet universally implemented, the growing trend emphasizes fostering critical thinking, problem-solving, and creativity by connecting analytical and creative disciplines. 

In high school science education specifically, developing curricula that connect science to its historical, ethical, philosophical, and real-world contexts often leads to increased student engagement by creating opportunities for students to use critical thinking and imagination as they explore different viewpoints and relate science to subjects in the humanities. For example, in a physics class on pendulums, in which students discover the quantitative relationship between a pendulum’s period (time to make a complete swing) and its length, discussion questions could explore the question of whether all of nature follows laws, and if so, what the significance is of a lawful universe. In a class on large language models and other aspects of AI, students could discuss whether it is advisable to create an android that is fully human-like and whether we might have moral obligations to such a being. In a biology class studying single-celled organisms, students could discuss the origin of life on Earth, the question of whether life exists on other planets, and what kinds of questions we might ask such an extraterrestrial being. In an astronomy class, after constructing telescopes similar to Galileo’s original telescope of 1610, students might consider the reaction of people in the 17th century to Galileo’s conclusion that the heavenly bodies are made of material stuff and have the quality of impermanence, like all things on Earth do. 

As part of these efforts, we recently hosted a public television series titled Searching: Our Quest for Meaning in an Age of Science, accompanied by associated lesson plans that combine hard science with discussion of its historical, cultural, philosophical, and ethical implications. The lessons include hands-on activities, discussion questions that invite students to consider the larger meaning of the topics, links to additional readings and resources on the lessons’ themes, and a tab that shows how a particular lesson satisfies national standards in science and the humanities. These lessons are free, downloadable, and located under the For Educators tab on www.searchingformeaning.org. The lessons are most suitable for students in grades 9–12, and each requires two to three class periods. 
 

Alan Lightman is a Ph.D. physicist and writer who has served on the faculties of Harvard and MIT. He is currently professor of the practice of the humanities at MIT. Ilana Schoenfeld has worked as an education researcher, executive science editor, distance-learning program evaluator, and museum exhibit developer. She currently works for MIT’s Scheller Teacher Education Program.
 

The mission of NSTA is to transform science education to benefit all through professional learning, partnerships, and advocacy.