In certain educational institutions, subjects such as mathematics and philosophy are being introduced as major areas of study. Although this phenomenon has some advantages, I believe that these positive impacts are overshadowed by many adverse influences on students’ overall development and academic balance.
On the one hand, providing education in analytical subjects like maths and philosophy can be seen as beneficial for several reasons. This can be explained by the fact that mathematics and philosophy both play an important role in shaping human thinking. Mathematics, the science of numbers and logical structures, helps develop problem-solving skills, trains logical thinking and supports many other fields such as physics or economics. Meanwhile, philosophy forms the bedrock of questions about life, knowledge and ethics. Thanks to that, people can think more critically, understand the value of life more deeply and broaden their perspective on the world. Therefore, these two fields not only train the mind but also enrich the way we see and live life.
On the other hand, I believe that the demerits of prioritising the teaching of mathematics and philosophy in academic programmes eclipse its merits. The main drawback is that if people focus excessively on subjects related to logic and reasoning, they may result in neglecting other areas of study. This can lead to knowledge imbalance and lack of comprehension in fields such as music, history, literature and beyond. Another downside of this trend is an overemphasis on maths and philosophy brings about affecting the country’s economic development. This is perfectly exemplified in case of the potential scarity of human capital in other fields like science, service, business and management.
In conclusion, while I agree that incorporating disciplines such as mathematics and philosophy into the curriculum is indisputably necessary for the development of the way people understand reasoning and social structures, it is imperative that schools need educate to other subjects of commensurate importance.