Steve Jobs, Co-founder of Apple at the launch of iPad 2, is known to have famously said, “It is in Apple’s DNA that technology alone is not enough. It is technology married with the liberal arts, married with the humanities, that yields us the results that make our hearts sing.”
The Power of Integration also echoes through the words of Elon Musk who has often emphasised that “the best engineers are the ones who think creatively”, while the former CEO of Google, Eric Schmidt’s perspective is that “the intersection of technology and creativity is where the magic happens.”
Further, in a 2013 video produced by the American Academy of Arts and Sciences, George Lucas, the director of the original Star Wars movie and storyteller, is credited with the quote, “The Sciences are the ‘how,’ and the Humanities are the ‘why’— why are we here, why do we believe in the things we believe in. This is what makes us human.”
In a world increasingly driven by technological advancements, it is appealing to view science, technology, engineering and mathematics (STEM) as the sole drivers of progress. However, while STEM fields build the tools that shape our future, it is the arts and humanities that provide the ethical foundation to guide our purpose. The intersection of these disciplines is not just desirable, it is critical — thus building a path towards ‘STEAM’ (Science, Technology, Engineering, Arts and Mathematics).
AI algorithms can, and possibly already have perpetuated bias; social media platforms have amplified misinformation and environmental innovations have sometimes ignored equitable access. These challenges arise not from a lack of technical capability, but from a failure to consider the human context in innovation.
As many of us connected with the automobile industry and/or with academia came away from the dazzling Bharat Mobility Show recently concluded in Delhi, we understood that questions that must be addressed in the future are: “How will autonomous vehicles be programmed to make decisions in complex situations? Will they prioritise the safety of passengers, pedestrians, the elderly or children? Whose ethical principles will they follow? What happens when these automobiles cross borders that may have a different perspective?” This is not an engineering problem alone, but also a human one.
Therefore, STEM without the arts and humanities, risks becoming impersonal and dispassionate, solving technical problems while ignoring the broader questions: Who benefits from this innovation? What are the unintended consequences? How do we ensure ethical stewardship of technology?
Disciplinary divide
The historical divide between STEM and the arts and humanities perhaps began as industrialisation transformed societies. With that education began to focus on specialised fields like engineering, physics and chemistry.
The arts and humanities, including literature, history and philosophy, became distinct fields of study. Further, following World War II, there was a growing emphasis on scientific and technological education to drive economic growth and national security. The term “STEM” perhaps emerged in the 1990s, solidifying the separation between these fields and the arts and humanities.
Several factors contributed to this separation. As fields became more complex, education focused on specialised training for specific professions. The emphasis on STEM fields was driven by the need for technological advancements to fuel economic growth. The Cold War created a sense of urgency around scientific and technological education. And finally, educational institutions and funding agencies began reinforcing STEM fields over arts and humanities due to perceived economic and practical benefits. This led to students often specialising in a single field and missing out on interdisciplinary connections and broader perspectives.
However, in recent years, there has been a growing recognition of the importance of STEAM. Many institutions now offer interdisciplinary programmes, and there is a renewed emphasis on teaching critical thinking, creativity and communication skills through the arts and humanities. These skills are vital for addressing the “why” behind the “how” in STEM.
Ethical framework
For example, the development of artificial intelligence is not just about coding; it is about understanding the ethical frameworks to prevent misuse or harm. Sam Altman, the CEO of OpenAI has emphasised that “the challenge with AI is ensuring it aligns with human values and remains under control…”
Similarly, medical innovations require human psychology, sociology and communication knowledge to ensure successful implementation and accessibility.
Therefore, for example, while designing a prosthetic arm, the design team would do well to include engineers, but also anthropologists and designers who worked closely with amputees to understand their needs and preferences. Or for the development of a community-based solar energy programme, technical experts together with social scientists, economists and NGOs embedded in the community would provide a more holistic solution.
It is essential that employers increasingly seek professionals who can combine technical expertise with creativity, problem-solving and interpersonal skills. In a 21st century economy, where automation is expected to replace routine tasks, the ability to think critically, communicate effectively and innovate responsibly will distinguish professionals from one another.
In conclusion, the future of an Innovative Economy which will take us to a Viksit Bharat, will stem, from STEM giving us the power to build. The arts and humanities teaching us what — and for whom — we should build. The challenges of the 21st century, from climate change to AI ethics, demand holistic thinkers who can blend technical skills with human insight.
Vivek Wadhwa, the CEO of Bionics, wrote in an article recently: “DeepSeek also highlighted the importance of linguistic and cultural training in AI. The company hired humanities graduates to refine language models, ensuring a deep understanding of Chinese literature and philosophy…India’s intellectual tradition is vast, spanning maths, astronomy, medicine and philosophy. Vedas, Upanishads and Arthashastra offer deep insights into governance, economics and ethics. AI trained on these texts could unlock new frontiers in reasoning, ethics and innovation.”
The call to action is clear: we must bridge the divide between these disciplines, cultivating a generation of students and professionals who are as adept at coding algorithms as they are at questioning their purpose.
After all, the future is not just a technical challenge — it is a human one. To navigate it successfully, we must embrace the full spectrum of human knowledge, ensuring that our innovations are not just technically brilliant, but also ethically and socially responsible for a truly Viksit Bharat in 2047.
Sondhi is on the Board of Governors, The Lawrence School, Sanawar, and a former MD & CEO of Ashok Leyland and JCB India; Agarwal is Director, IIT Jodhpur. Views expressed are personal
