Humanities at Stanford

Studying the humanities at Stanford has given me the self-confidence to question more often--whether these questions relate to my reading, lecture, or even life in general. Stanford's strong emphasis on pursuing your own research questions even in introductory lecture courses has taught me to not only be a better researcher and writer, but also how to be a more well-rounded individual. In addition, by having the opportunity to engage in cutting-edge research at the Spatial History Lab, the history department has also given me the skills necessary to think about history in an entirely novel way--something which I hope to take with me as a I pursue PhD studies in the future.

Evgenia Schnayder, History with a minor in Political Science, ‘10

My experiences with the humanities have fueled my more exciting pursuits of knowledge and creative thought - French poetry now forms the basis for my senior voice recital repertoire, and my love for Shakespeare drew me to study abroad in Oxford, which I now consider my other intellectual home. The humanities make learning for the sake of learning so rewarding, and it is this study of human potential that drives my learning in any subject here at Stanford.

Elyse Hope, Biology, ‘10

My English major has allowed me to extend the knowledge I develop in the classroom into my own research--both for my honors thesis and for a digital humanities conference paper I am working on with a group of graduate students. But in addition to my major course of study, I find the humanities permeate so many aspects of my life. From taking ballet classes and dance history courses to attending plays and author readings, I constantly discover incredible opportunities to explore the humanities at Stanford.

Alison Law, English, ‘10

I've certainly gained a broader perspective on a bunch of issues from the humanities. Whether it be discovering a culture I wouldn't otherwise know, or finding varying opinions on a philosophical issue, the humanities have informed my personal decisions and exposed me to new experiences. It's probably one of the main things that allowed me to discover in what I was academically interested by sifting through the general questions of life and finding an area that shared those interests.

Nicholas Turner , Psychology, ‘11

In particular, reading about modern philosophers has been a remarkable experience at Stanford. Not only understanding their ideas, but also understanding them from a humanitarian perspective inspires me to actively discuss the issues that matter.

Andres Gomez, Symbolic Systems, ‘13

Courses outside of my previous interests have been some of my most rewarding experiences at Stanford. After studying modern Chinese history with Dr. Mullaney, I discovered more about people who I knew before, friends and friends' parents, who had lived through that history. As I do my research now, those friends tell me about their experiences and their family's history. I've learned so much, and become closer to my friends as they share their stories.

Christopher Lowman, History and Archeology, ‘10

When I went to my first IHUM (Journeys, taught by Tobias Wolff) lecture this Fall, I came up with this cute saying which may be fun to include: ‘I can. I will. IHUM.’

The humanities really seem to be the root of academic inquiry into the human experience. In IHUM, we learn to understand how the narratives we weave influence our lives, our interactions with others, and our world. We ask why and how we tell our stories in certain ways. We read Chinese poetry, American short stories, Ancient Hebrew hymns, Hindi folk tales, social commentaries, letters, and maps! We learn how to study movies as texts; what questions to ask, what to look out for. Learning begins by asking questions.

Elise Geithner, Class of 2013

A good education should give you the tools to grapple with life's biggest questions. How did we get here? What is our responsibility to those who come after us? My experience at Stanford not only helped me to understand my place in the world, it gave me a respect for the perspectives of others.

Britton Caillouette, History, ‘07, Filmmaker

No matter what career path you decide on upon graduating from Stanford, the skills that come from studying the humanities – critical thinking, analytical reasoning, creative writing, and an ability to read, process, and understand the world around us – will be invaluable on your path to success. Whether you are an aspiring politician or a Wall Street investment banker, the ability to ask critical questions, carefully analyze complex problems, and challenge the very basic information presented to us on a daily basis are the key tools that ultimately separate visionaries and world leaders from everyday people.

Jake Horowitz, History, ‘09, Associate Manager of Youth Programs, Arab American Family Support Center, and journalist at Change.org

For all its reputation as a “fuzzy” pursuit, studying classics has prepared me well for the analytical thinking required in science. Translating a Greek sentence, much like interpreting results in the lab, requires the mind to hold multiple discrete conclusions in parallel until a greater meaning emerges. Word by word, experiment by experiment, the picture comes into focus with logic, patience, and practice. I've never doubted that the resonance between biology and classics would strengthen my readiness for further study of either.

Sarah Douglas, Classics, ‘07, Doctoral candidate in Molecular and Cellular Biology at Harvard University

On the surface, it appears that I was a “fuzzy” who became a “techie.” The truth is more nuanced: Stanford's Program in African and African American Studies provided me a sound and flexible intellectual platform upon which I was able to build a full life.

Of all my classes in African and African American Studies, I remember the class on W.E.B. Du Bois most fondly. In that intellectually stimulating and challenging class, I discovered a powerful connection between African and African American Studies, Humanism, and Stanford's broader intellectual mission. After engaging with W. E. B. Du Bois' work late one night in Green Library, the following insight struck me: The ideas of those who overcame the denial of their humanity are necessary to understand what it means to be human. For me, African and African American Studies are ultimately about the study of the human condition. The lessons I have drawn from my classes and research are both specific and universal. These lessons are the foundation upon which I have built my life.

I hope that generations of students will be able to receive the intellectually rigorous and vital education that I received during my time at Stanford in African and African American Studies.

Mark Otuteye, African and African American Studies, ‘05, MA ‘06 CEO, Aes Connect, Class of 2013

Given the opportunity to do a little personal academic exploration of my own while writing my Honors Thesis, I chose to dissect the popular television sitcom 30 Rock using the humor theories of classic philosophers such as Aristotle, Plato, and Freud. Through the Interdisciplinary Studies in Humanities Program, I was able to transcend the boundaries of time and simultaneously pursue my two passions: classic philosophy and modern-day comedy.

Carlyn Sylvester, Interdisciplinary Studies in the Humanities, ‘09

I graduated with a degree in English from Stanford, did some writing for a magazine and newspaper, and then went on to Caltech to get a Ph.D. in astrophysics. I later became the Chief Scientist of NASA and today am President of a major research university. My humanities degree was the foundation for my career as a space scientist and educator. It provided me with an appreciation for language and self-expression, skills in written communication, and a broad overview of great thoughts through the ages.

France Anne Cordova, English, “69, Astrophysicist and President of Purdue University

Interpreting history through a still-life painting and reading Dante’s Inferno in the original, seeing tension conveyed in the bars of Mozart’s operas and interviewing elderly internment victims face-to-face--my education in the humanities showed me the range of triumphs and struggles contained in the human experience, the universal themes that connect us to the generations before us, and to those ahead. [That understanding has been critical not only for my own development but for the potential I have to impact others.]

Sophie Egan, History, ‘09, Researcher at Sunset Magazine

As a student, I wanted to be challenged - not simply to complete difficult coursework, to score well on tests and to absorb names, dates, theories, information, but challenged to ask difficult questions, to be challenged to think sincerely and deeply about complex realities and challenged to step outside of my comfort zone. In studying Film History and Theory at Stanford, I discovered these challenges in creative discussions with friends & fellow-students, in impassioned professors that worked hard to both entertain & educate and in coursework that left me wanting to know more. The value and growth that I gained from this experience is something that will forever inspire my pursuits, my travels and my art.

Keenan Newman, Film & Media Studies, ‘08 Executive Producer at High/Low Film

As a professional composer, my music degree from Stanford is something that I bring into play every day of my working life. My professors constantly pushed me to dig deeper for inspiration, to find new solutions, and to risk new ideas, which laid the groundwork for my career. During these formative years, I soaked up not only their knowledge, but also their enthusiasm for creating real beauty.

Deborah Wicks La Puma, Music with Honors, ‘91 Musical theatre composer

Deciding on a college major can often involve a tradeoff between the practical and the inspiring; the Science, Technology and Society (STS) program at Stanford gave me both. My technical area of focus--econometrics--made me better at my later job in finance; but the breadth of humanities offerings I was able to take advantage of to satisfy the other requirements stimulated and inspired me, and equipped me with the ability to have rich, meaningful conversations with my ‘fellow men’--to connect to people--ever since.

Catherine Simonsen, Science, Technology, Society, and Economics, ‘04 Yale Law student

I couldn't be happier that I chose classics as my undergraduate major, not only because I was able to do something I truly enjoyed, but also because I really do think it helps distinguish me from my fellow students here as a first-year law student. I'm one of the few who can immediately understand the various Latin legal terms that our textbooks throw at us, and since I learned how to do research as an undergraduate, I’m enjoying my legal research now. In terms of getting into law school, I think the skills I learned in classics—in particular the ability to construct logical and coherent arguments—definitely helped me to prepare for the LSAT. I also think it helped distinguish me in the huge pool of law school applicants. Pretty much everything here at law school depends on one's reading and analytical skills, and I feel that there is no better way I could have prepared than as a student in classics.

Aditi Iyer, Stanford Classics 2007 Berkeley Law School student

I believe that in order to fully understand anything, we must first understand ourselves - our nature, our histories, our motivations (at least try, anyway). When I received an Angel Grant during my senior year to help support research and materials for a creative writing and drawing project exploring my own roots and heritage, Stanford helped lay the foundation for an understanding that would propel me into my career as a writer. As I currently finish and prepare to publish the book I began through this grant, I see now that it was through excavating my own roots and my own thoughts that I better understand my moral obligation as a writer. Morality crystallizes when the personal becomes universal. Thank you Stanford Humanities for giving me a place to start.

Amy Kurzweil, English, ‘09

My work as a Chappell Lougee Scholar doing non-hard science research in Bangkok was the best experience of my undergrad education. I was on the ground, meeting up with experts to ask tough questions about Buddhist vs. biomedical definitions of death--and in so doing, really asking what it means to be alive. Stanford's support for my project has propelled me toward answering one of my favorite questions: how do religion and science fit together to define the human condition?

Lucinda Lai, Human Biology, ‘11