In the past, due to poor economic conditions, few people pursued artistic and cultural interests. Today, with improved economic conditions, more people have the resources to explore the world of the arts. Nevertheless, there are still many parents who view the pursuit of the arts, such as learning to play an instrument, as a waste of time and resources. Some believe that only subjects that are directly relevant to academic or career success, such as science and technology, have value. However, this mindset is a result of a long-held perception that economic productivity is the most important aspect of society. In reality, the humanities and arts are also important in their own right as they bring a colourful dimension to life.
The root problem is that many people view the pursuit of the arts as a hobby or luxury item, rather than as a necessity. This mindset is a result of long-standing perceptions that the main objective of education is to produce economically productive individuals. Thus, traditional priorities are given to subjects such as science, technology, engineering, and mathematics (STEM), and the arts are often viewed as less valuable and less essential for personal and societal development. As a result, many people fail to appreciate the importance of cultural and artistic disciplines in people’s overall well-being.
However, this perspective is distorted. People are not just machines that work continually to produce goods and services. They need something beyond their professional and economic roles. Artistic and cultural interests provide the necessary outlet for expression that can help people live fulfilling lives. For example, learning to play an instrument requires perseverance and dedication, which in turn facilitates the development of self-discipline and self-confidence. Such learning processes not only bring joy to the practitioner, but also provide a means for the individual to build character.
To address this problem, it is essential to change the perception of the arts, and this change involves a comprehensive reform in the perception of education. People must begin to understand that education should not be solely focused on producing productive individuals, but it should also aim to nurture compassion and humanity among the learners. This change should start from early childhood and primary education, where the values of the humanities will be introduced to young learners.
Art and music classes should be made available to students at all levels of education. This will enable students to gain exposure early in life, and create a greater opportunity for individuals to develop passions and talents that they can carry with them throughout their lives. Moreover, it is important to recognize the value of the arts in supporting the well-being of individuals, and this recognition should not solely be based on economic factors. It should be acknowledged that a broader perspective on human flourishing should include the study and enjoyment of the arts.
It is also prudent to encourage artists and cultural institutions to engage with communities to showcase the value of the arts in people’s lives. For example, cultural centers could host exhibitions and performances that highlight the emotions and the social connections that arise from artistic expression. These platforms could also provide opportunities for talented youths to showcase their work and possibly inspire potential patrons and supporters.
In summary, people must recognize the value of the humanities and the arts in people’s lives. This perspective requires a shift in the perception of education and the role of the arts in creating well-rounded individuals. The pursuit of cultural and artistic interests should be viewed as a necessity, rather than a luxury hobby. The focus should not be solely on economic prosperity, but on creating an environment in which individuals can achieve personal fulfillment and lead meaningful lives.
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