Grammar Gazette- Issue 2, 2017

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the meaning of freedom. Addressing questions such as these fosters the development of self-reflection and self- knowledge. It refines the individual’s understanding not only of their own personal values but also of the source of those values in the big thought frameworks through which we all see the world. It prompts them to consider ideas that might challenge underlying assumptions and beliefs — beliefs that would otherwise seem natural or normal. In this sense, the humanities classroom is the forum where divergent ideas co-exist. It is the place where students learn not only how to critique ideas but also, in considering ideas that might clash with their own, how to listen with empathy to the various standpoints of others. An education in the humanities opens students up to the richness and diversity of the human experience. It builds in them the capacity to make decisions that are both wise and judicious and in so doing builds confidence as they forge pathways into the future.

will emerge while we are teaching students what has always worked in the past? The increasingly rapid pace of change makes a humanities education more relevant than ever. Indeed, it is in the humanities classroom that students learn explicitly about the nature of change itself. Humanities at Girls Grammar is based on the premise that while the human story can be understood through various lenses (economic, religious, geographical, historical), the goal underlying these subject avenues remains the same; that is, to uncover the common thread that unites us through time and place. This means that in studying the discrete subject areas with all of their skills and content specificities, students also consider the big questions underpinning these areas. For example, topics as diverse as the Roman Republic in the first century BC or Germany in the 1930s would obviously require an acquisition of core facts. But beyond the facts, the development of deeper knowledge would require the utilisation of critical thinking skills in order to make sense of a multiplicity of narratives and perspectives. At a more elemental level, students might be compelled to consider questions about the nature of power, the role of individuals in shaping the course of history or

REFERENCES Thomas, R. (2008). Introduction. In R.B. Strassler (Ed.) The landmark Herodotus: The histories. London : Quercus

THE HUMANITIES AT WORK AND IN LIFE

where I had come from. I think it was in humanities classrooms that my interest in learning about others was sparked, it may also have been where my gratitude for all that we have here in Australia was fostered and where I started to think about the great inequality in the world and consider how we might approach this as a global community. I went on to work in medicine and now work largely with refugee communities in Brisbane. I feel very fortunate to be involved in work that allows me the opportunity to continue to learn about others and explore our differences and also our common humanity. I find this so rewarding and I think it helps me in my practice of medicine. It was, in part, those humanities classrooms that introduced me to how rewarding and rich this work could be. It was also in humanities classes that I learnt some very practical skills that have served me well throughout my professional and personal life ... the ability to research, critically appraise information, communicate effectively in both written and verbal forms and develop a persuasive argument when advocating for my patients. Finally, there is the great joy that comes from an appreciation for the humanities, the sharing with each other of something that we have created, be it an idea, a piece of writing, a piece of art, theatre or music. I am so grateful for the introduction to these joys that my experiences in humanities classrooms gave me. Dr Rebecca Farley (1998) BSC, MBBS, MPH, FRACGP

Dr Rebecca Farley (1998)

When I stop to think about how my experiences in humanities classrooms have helped me in my life after school, it’s difficult to know where to start. Those experiences shaped me and I use the knowledge and skills, and the ways of looking at the world that I developed in those classrooms every day. Perhaps most importantly for me, the discussions I had in those classrooms opened my eyes to the richness and diversity of the human experience. They gave me an opportunity to learn about the history, art, literature, languages of cultures so different to my own, that were at the same time not so different. They also gave me an opportunity to reflect on my own culture and

SUMMER ISSUE / 2017