the Humanities in the Curriculum in Quebec

Humanities is the name given to those courses that have as their objective
the situating of the individual within the context of culture and history.
The goal is to produce a well-rounded human being
who is aware of the currents and influences of the past,
the contemporary context and
will be thoughtful in his or her participation
in the community and the world.

These objectives can only be pursued in a democratic,
informed and enlightened society in
which people have access to the fundamental necessities of existence
such as food, clothing and shelter,
adequate rest and freedom from oppression, and
where open discussion is encouraged.

Why don't the French colleges have it?
In the Quebec CEGEP system, these courses are a requirement of the English sector.
The French colleges require Philosophie.
This distinction is due to the difference in the history of education
which results partially from the religious and cultural backgrounds
of these two groups.

The distinction stems not from language differences, but from religious ones.
The French colleges derive from the Catholic seminaries, private Colleges or Cours Classiques
which traditionally prepared young men for the priesthood, notarial work and the practice of medicine.
There the curriculum derives from the theological seminaries that trained students for Catholic priesthood.
The courses stemmed from the Roman and then the mediaeval traditions of
grammaire, rhetorique and logique.
Thus the emphasis was on a philosophical approach and the refinement of skills in language and literature.

Women did not generally receive the same kind of training until the 1960's.
They were expected to become good wives and homemakers.
(This was also true for much of the English sector, too.)

Religion and the Canadian school system.
All over Canada, the schools were associated with religion.
The public schools were divided into either Catholic or Protestant boards.
This changed only in the 1990's.
People could opt out if they paid for their own parochial or religious schools,
but all citizens still had to support the public system paying a tax either to a Catholic or a Protestant board.

The English-language (mainly Protestant) curriculum derives from the British and especially Scottish system.
It  had as its objective, the development of individuals to work in the colonial service
and also the higher ranks of the military.
It  was based in the private schools intended for boys of the upper classes.
These are known in Britain as public schools since anyone with
the money and connections to get in could apply.

The subjects were intended to produced a cultured individual prepared to carry on the duty of bearing
“the white man’s burden” as Rudyard Kipling called it.
It is true that there was a definite bigotry expressed in that attitude.
Nevertheless, this type of education which often culminated in a Grand Tour of Paris, Rome, Venice
and other cities of historical and commercial significance broadened people's minds.
It was felt that exposure to travel and to the "Great Books' of (mainly, Western)  civilization
would produce enlightened politicians, administrators and writers and artists, too.

Economics, secularism and universal education
After the Great Depression of the 1930's, small farmers could not survive
and they went in large numbers to the factories in the east end of Montreal
and even into the eastern states of the USA.
This move away from the traditional rather isolated lifestyle reduced the influence of the Catholic Church in Quebec.

After WWII, this migration off the farms and into the cities continued.
Many people experienced dramatic changes in their way of life.
They encountered people from all over the world, of different life styles and beliefs.
Women had the freedom to pursue careers such as nursing and teaching.
With the advent of penecillin and birth control, there was more sexual experimentation, too.
Television followed radio and opened even wider the windows on the rest of the world.
A new prosperity permitted a system of free universal education through grade eleven.

Prosperity and a "nationalism" or renewed sense of pride in Quebec culture
combined to create new goals for Quebec society in the late 1960's.
The political and social unrest combined with the anti-Vietnam war energy,
the so-called counterculture and widespread experimentation with drugs and a high rate of unemployment.
Two options were considered for the youth of the province:
a compulsory civilian or even military service was the obvious one, but
but instead the enlightened decision was to institute another two years of education at the tax-payers' expense.
This was the origin of CEGEP system.
That there are two sectors derives from public resistance to the elimination of the Catholic/Protestant boards.
An unforeseen (probably) benefit to French-speaking youth is that the English CEGEPs afford the only opportunity
to attend an 'English immersion' school.

What are some typical Humanities courses?
The Humanities are those subjects that have as their objective a better understanding of the individual
as a product of  his/her culture, place and time.
Generally, they integrate various aspects of knowledge.
The list of courses taught in our Humanities Department over the years gives a good indication:
Human Aspects of Modern Technology, The Cultural Impact of Science, Meaning in Movement, Clothing: The Bare Essentials, War, Speaking Out, Mythology [-ies] and of course, Knowledge, Belief and Prejudice.

Freedom, Democracy and the Humanities
Courses such as these are not available except in countries with a strong democratic and individualistic culture,
as they have as an objective the development of a well-rounded, free-thinking, insightful and compassionate individual.
In many places, this is not an objective of the education system.
For example, in places where the individual is considered mainly a unit of the state, courses in which freedom of expression plays a large part and which are not limited in scope according to ideology or to religious beliefs are not possible.
In our society, the freedom to say, write and discuss with others what we believe is precious.
Many newcomers to our country find it difficult to believe that we have the right to freedom of expression and association.
Here, students are encouraged to demonstrate publically and to challenge the decisions of politicians.
However, we would like people to be aware of the facts and of the issues.
The study of the Humanities produces better and more responsible citizens.

Some Recent Changes
The Government of Quebec recently initiated courses in Ethics at the College level.
It feels that with the secular trends replacing religious instruction in society,
young people need different tools with which to evaluate right and wrong.
The Ministry of Education has also limited the nature of the Humanities courses offered in the CEGEPs
insisting there be more of an emphasis on the acquisition of skills rather than on knowledge and information.

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The History of Education

Classical World

• Greece:  free-born, male Athenians, only about 1/10th of the city-state [polis] population, were taught rhetoric, mathematics, "poetry" [literature], arts of war, etc. These separate subjects came to be called "disciplines".  Later [5th century BCE], the rise of philosophers and their classes held in the marketplaces [agora] encouraged an inquiring attitude.
• Rome:  the situation was somewhat the same, but around the Empire there was a great variety.  Students studied Grammar, Logic, Rhetoric and Philosophy, among other things.

• This organization of courses, the classical curriculum, was considered a coherent and increasingly challenging series of classes, and was retained in the education system of the European [Christian] tradition that succeeded the fall of Rome [5th century CE].
• Under Charlemagne, scions of the Holy Roman Empire received a basic education as part of their entitlement and also their duty to the state.

Martin Luther
Henry the Eighth of England