The April
30 edition of the New Yorker features
an article about Stanford University’s brilliant success in its support of
technological innovation, a strategy that’s earned it $1.3 billion in royalties.
Stanford and/or its graduates had a hand in developing almost every household-word
e-success, including Hewlett-Packard, Yahoo, Cisco Systems, Sun Microsystems,
eBay, Netflix, Intuit, Fairchild Semiconductor, Agilent Technologies, Silicon
Graphics, LinkedIn, and Facebook.
It’d be
hard to argue that this hasn’t contributed significantly to our culture, yet it
has its detractors, however polite and circumspect. In obliquely criticising Stanford’s
outsized focus on technology, one of its ex-presidents described the United
States as having two types of college education that are in conflict with each
other: the classic liberal-arts model and explicit job preparation.
The
classic approach is designed to explore the human condition. We’ll navigate
more wisely, effectively and kindly through our lives, its rationale goes, if we know
something about history, psychology, anthropology, music, and art. High-level job
preparation, on the other hand, aims toward lush Silicone Valley employment, or, on
the east coast, Wall Street.
During the
past generation, the latter model has predominated, not only at Stanford, but
in American education in general, from high school up. We’ve heeded the pundits
who warned relentlessly that unless we prioritize science in our schools, China
or the Eurozone or even India will leave us in the financial dust. We've
followed that advice successfully, but at significant cost. A friend from
Mumbai commented, "You Americans excel at know-how. What you're not so
good at is know-why."
Thus a New Yorker cover in October, 2010,
depicted kids trick-or-treating while their chaperoning parents uniformly
stared at their cell phones. Our gadget prowess now dwarfs the community skills—nuanced
communication, civics, esthetics, sense of place, humility—that we might have learned
in humanities courses.
Healthcare exhibits
exactly this shift. We apply costly, hi-tech, often invasive and hazardous
technologies where compassionate counseling would often suffice. This approach
would work if the bulk of medical visits were for strictly physical derangements,
but they’re not. Most current illness, from obesity to type two diabetes to
hypertension to much of heart disease and cancer results from pathogenic
behavior, including toxic exposure. We physicians, able to transplant organs
and tweak genes but uneducated in the human condition, can only respond with
our routine hi-tech hammers.
Medical
educators saw this coming decades ago. When I trained in the mid-1960s, we were
offered humanities tidbits, like the opportunity to discuss Tolstoy’s Death of Ivan Illich, or a course in Spanish.
It was a decent try, but amounted to water off the backs of ducks anxious to
get onto the wards and perform spinal taps. We simply didn’t see the relevancy,
nor did the faculty provide a convincing explanation.
Today there
are numerous experiments around the country designed to implement humanities more meaningfully in
the medical curriculum. They’re up against a culture that
continues to value know-how over know-why, but thanks to elucidations such as
the New Yorker’s provided, we can
afford optimism.