Talent is a highly debatable ideology. From a very young age, we look around at the world and at society and ask ourselves: What is my talent? Whether it be writing, spelling, or mathematics, our belief in our own ‘talents’ is shaped in those very early days. Many even grow into adulthood and claim sweeping, self-deprecating statements such as, ‘I can’t spell’ or ‘I’m rubbish at maths’, despite evidence that may well prove otherwise.
As humans we are criminal in our capacity to close ourselves off to other possibilities. The push for societal ingenuity and technological advancement has funnelled educational promotion into STEM subjects. Statistics, as shown in a 2017 article by iD Tech , show that STEM jobs are projected to increase by 13% between 2017 and 2027. Comparatively, in an article by The Guardian , we are informed that by 2017, those studying history or philosophy had reduced by 21%. Information such as this emphasised in the media suggests that there is more of a drive behind STEM subjects than the humanities.
However, is it truly as simple or as black and white as the statistics suggest? Taught to discern reality from the imaginary, it takes the curious to explore outside of the box. The Institution of Mechanical Engineers  attempted this by claiming ‘that adding art to engineering education teaches the kind of risk-taking approach and creative problem-solving that can be applied to the world’s biggest issues’. Therefore, bridging the gap between the humanities and science is arguably the step toward the future. Talents could then be shared to compliment each other, rather than starkly separated to emphasise the complexity of the different subjects.
Without history, how are we to record and improve medical achievement? Without the equipment created by engineers and scientists, how can police and detectives help put away criminals? Without musicians and artists, how can we aid the afflicted who cannot be helped by modern medicine? Without a combination of words and technology, how can we touch others’ lives, be a positive force for change? There are so many ways that the humanities and the sciences crossover every day and help to change the world. Their combined talents are what makes them powerful and influential, not the special talent of the individual.
Overall therefore, though this article has focused on the perceived contrast between STEM subjects and the humanities, on reflection the scope of the human implications of self-limitation is cataclysmic. Too often, we look at low exam results, a failed interview, or a lack of ability to fix a burst pipe, as a reflection on our abilities, our intelligence, or our talents. In truth, we are not measured by having one special talent, but by our determination to learn. Our passionate curiosity is what shapes us and inspires us to save the world, to believe that there is another way that something can be done.
 iD Tech (2017) Available at: https://www.idtech.com/blog/stem-education-statistics (Accessed 21/08/19)
 The Guardian (2019) Available at: https://www.theguardian.com/commentisfree/2019/mar/12/the-guardian-view-on-humanities-degrees-art-for-societys-sake (Accessed 21/08/19)
 The Institution of Mechanical Engineers (2017) Available at: https://www.imeche.org/news/news-article/from-stem-to-steam-the-art-of-creative-engineering (Accessed 21/08/19)