The kaleidoscope of divine glory

During lockdown I was sent the following meme: ‘The Science graduate asks: “Why does it work?” The Engineering graduate asks: “How does it work?” The Economist asks: “How much will it cost?” The Arts graduate asks: “Do you want fries with that?”’

As an Arts graduate and English teacher, I was, like Queen Victoria, not amused. The Arts, like many other sectors, have suffered hugely during the pandemic and for a long time were ignored for financial support. Yet how much harder would lockdown have been without books, music, films and TV?

You may remember the whole furore around the government adverts encouraging ‘Fatima’ the ballerina to retrain for a job in ‘Cyber’ (which doesn’t even make grammatical sense, but don’t get me started on that!). I have a pupil who is one of this country’s most-talented young ballet students. Like any other athlete, the hours she puts into training alongside her GCSEs is incredible and her technical precision and sheer talent is extraordinary. Why is it that the years of training for careers such as these are seen as so much less valuable than STEM subjects?

More recently, Gavin Williamson has made proposals to the Office for Students (OfS), the independent regulator of higher education, for funding to be cut by half for students of art and design, music, performing arts, archaeology, history, theology, modern languages, and many more. His rationale as detailed in a letter to the OfS in January is: ‘the OfS should reprioritise funding towards the provision of high-cost, high-value subjects that support the NHS … high-cost STEM subjects [Science, Technology, Engineering and Mathematics]’. He went on to write: ‘The OfS should therefore reduce funding by 50% for high-cost subjects that do not support these priorities. We would then potentially seek further reductions in future years.’

Whilst an OfS consultation on this proposal has recently closed, some universities are already pre-emptively axeing whole departments. The papers have been full of how Sunderland University and London South Bank University have closed their History departments. Aston University has also closed its Modern Languages department. One of the UK’s most-renowned Archaeology departments at the University of Sheffield, which is at the forefront of work on Stonehenge, is also threatened.

Why is this important for Christians? We need to remember that our creator God is precisely that – creative. He gives us innumerable different gifts and abilities. True diversity is a wonderful, kaleidoscopic reflection of God’s glory. Let’s not forget that the Bible itself is a book composed of many genres – history, poetry and theology among them. How can we as Christians say the study of these things lacks value? Without the ability to study ancient languages, archaeology and theology, the church would be seriously impoverished. King David was an effective military strategist but also an accomplished Psalm writer who wasn’t averse to a bit of dancing. Dr Luke meticulously researched and wrote a biography of Jesus alongside his medical practice. The apostle Paul could manufacture a decent tent with the best of them but was also well versed in theology, poetry and history.

Fake dichotomy

Nobody is denying the importance of STEM subjects. We have all been proud of and grateful for the NHS and the many scientists working in the UK and world-wide to create vaccines and provide effective treatment over the pandemic. But this Arts/ Science divide is a false dichotomy. When we value some jobs, subjects and interests more highly than others we are essentially valuing some people more highly than others.

Back to the lockdown meme. We English teachers love to correct other people’s mistakes, so I returned the meme to sender. This time it read: ‘The Science graduate asks: “Why does it work?” The Engineering graduate asks: “How does it work?” The Economist asks: “How much will it cost?” The Arts graduate wrote, edited, designed, directed and performed in the programme being shown on the television.’