from the United Nations: “UNMISS and Partners Conduct Human Rights Community Awareness Programmme”

Title: Understanding the Contributions of the Humanities to Human Development: A Methodological White Paper

Author(s): Danielle Allen, Chris Dean, Maggie Schein, Sheena Kang, Melanie Webb, Annie Walton Doyle

Publisher: Harvard University

Year: 2016

URL: http://www.pz.harvard.edu/sites/default/files/HULAWhitepaper.pdf

Topics: humanities, education, impact evaluations, assessment tools, evaluation as assessment

Methods: assuming/defining theoretical concepts about education, coding the learning pathways of the humanities, and then correlating the “logic” of the learning pathways with comparable logical constructs from the study of psychology

What it says: In this white paper, the Humanities and Liberal Arts Assessment (HULA) group at Harvard University proposes a theoretical and methodological framework for understanding and assessing the contributions of the humanities to human development, based on preliminary analysis of qualitative materials from partner organizations and other researchers.* The theoretical framework builds upon two different concepts about education: 1) education as a system of institutions, which is maintained by the state to serve utilitarian purposes (such as cultivating civic service or civic responsibility); and 2) education as individual acts of instruction, which relates to personal development. The practice of humanities is then likened to the practice of “crafts” that help advance education and contribute to human development. The methodological framework treats the humanities as “crafts” that follow certain “craft logics” (pathways by which the craft is practiced, towards the achievement of the goals of the craft). The main idea is that if each humanities practice could be broken down according to categorical logics of its practice, then each tool used and each step of progress achieved in undertaking the practice could be coded in a standardized way to help researchers assess its utility or value.

What I think about it: As a layman, I found the presentation of the language and construction of the HULA methodology too abstract and too academic, which could harm its mass adoption. The definitions and applications of the methodology need to be greatly simplified for the value of the concept to shine through. I am not entirely convinced that it is necessary to make so many parallel comparisons (humanities as “crafts,” each craft as an “artifact,” manner and purpose of humanities practices according to “craft logics,” each logic pathway translated from some comparable construct in psychology) as it could be more effective to simply make a strong case that every practice of the humanities could be coded according to certain logics, and define these logics in an easy-to-understand code book of sorts. I proposed a simplified summary of the main idea above, which could be a good place to start unpacking some of these concepts in a way that even non-experts like me can better understand and then adopt.

What it all means: HULA argues that gathering, coding and analyzing humanities as “crafts” that follow “craft logic” can help us break down the elements that make up a craft, order the elements in a logical developmental pathway, and ultimately understand how humanities practices lead to the achievement of particular educational or human development outcomes. Assumptions are made about each humanities practice in terms of the elements it comprises, how it works, what it is trying to achieve, and which skills it develops – and the effect or effectiveness of each of these components are then coded categorically. Applying the HULA methodology according to the proposed definitions and categorizations requires that the user is familiar with or can easily understand concepts that are rather academic and often abstract, which may ultimately limit its adoption by the wider public.

* It is unclear from this white paper how many partner organizations have been consulted, although the paper did explicitly note that the study sample included at least a “30-year archive of successful grant applications to the Illinois Humanities Council.”

In a previous Createquity Research Spotlight, we wrote about the “What Works” initiative in the UK, which borrows a policy evaluation methodology from the medical community and applies it to (among other things) the arts. In this case, HULA is developing metrics to evaluate arts and humanities using the discipline’s own tools.

HULA does this by repositioning the humanities as “an assemblage of craft practices,” whereby each craft embodies distinctive goals, logical methods,and results that are passed from master to apprentice over thousands of years. For example, in the craft of pottery-making, we could attribute a set of tools, techniques, and sequencing – a general sense of purposeful and procedural logic – that all contribute toward creating a beautiful or useful product. By organizing humanities as individual practices and crafts, we can start to identify different steps, logical patterns, and tools that each activity utilizes to produce an outcome.

In this research context, human development itself is the desired outcome. The HULA white paper thus explores three key research questions:

1. How do the humanities contribute to human development?
2. To what extent are the humanities effective in achieving this goal?
3. How can we measure the effects of the humanities anyway?

HULA defines “human development” in terms of education, subdividing that definition in two ways: 1) education as a system of institutions, maintained by the state to serve utilitarian purposes (such as cultivating civic service or civic responsibility); and 2) education as an individual act of instruction, which relates to personal development. In short, the teaching of humanities is likened to the practice of “crafts,” which also help advance education and contribute to human development.

To explore how different humanities practices contribute to these educational outcomes, HULA identifies various elements – or building blocks – that make up different humanities practices. All of these elements are then sorted and coded according to HULA’s proposed methodological framework; this allows us to see which elements are different or common to various humanities practices, and thus track how they lead to similar or dissimilar learning pathways toward the goal of human development.

In Figure 1 below, HULA defines four sequential stages of a learning pathway and attributes possible elements of a given craft to certain learning processes or outcomes: input, processing, and short-term and long-term results. In this example, the red arrows represent the pathway of a political philosophy instructor who engages students in close readings (verbal input) and logical debate (cognitive-analytical analysis), with the aim to encourage understanding of political concepts (the short-term goal), which in turn may enable students to become more civic-minded citizens (the long-term goal).

Figure 1. Example of a HULA Learning Pathway. Adapted from “Humanities and Liberal Arts Assessment White Paper”, by The HULA Research Team. 2015, p.15.

HULA’s application of coding schemes to different humanities activities requires a set of assumptions about each humanities practice or craft, including the elements it comprises, how it works, what it is trying to achieve, and which skills it develops. These assumptions draw on the implicit logic associated with the practice or craft. Once these elements are broken down, the study assigns the process and outcome advanced by each element. The elements are thus coded categorically along a structured framework of possible learning pathways, which allows us to track the progress and outcome of a given humanities practice or craft. To see how this coding process works in detail, the HULA study on 30 Years of Illinois Humanities Council Grant-Making features appendices of the “code structure” and “code sets” used to track the different methods and mechanisms followed by various humanities activities.

Does this sound complicated? Indeed, applying this methodology, with its myriad definitions and categorizations, requires users to absorb concepts that can be rather academic and abstract. This barrier could limit the adoption of HULA’s methodology beyond the realm of the academy.

Still, the research logic of the study is worth a deeper dive. The core concept of its design makes sense, especially when the terms of its application are simplified. Ultimately, by coding and analyzing humanities as a series of crafts – each of which has its own elemental purpose and logic –we have a new way of unpacking what each practice is really about, what elements it comprises, how it works, and towards which learning outcomes it steers.

If we can manage to make the language of the HULA model a bit more accessible, we just might have a promising methodology for assessing the value of the humanities – using evaluation tools drawn from the discipline itself, as opposed to metrics from other disciplines, which are often an imperfect fit.

Cover image: “Pottery” courtesy of Lennart Tange. via Flickr Creative Commons license.

In the recently released federal budget for fiscal year 2015, President Obama proposes a meager increase in allocations for the arts compared to last year. Federally-backed museums will enjoy the bulk of that increase, while funding for NEA and NEH is essentially unchanged after factoring in inflation. Speaking of those agencies, President Obama also announced his plan to appoint William “Bro” Adams as head of the National Endowment for the Humanities. Adams is currently President of Colby College; he is also a member of the Board of Directors of the Maine Film Center and the Maine Public Broadcasting Corporation.

Democratic Congressmen have introduced a revised version of a droit de suite bill that would require payment of royalties to the creators of visual art when it is resold at public auction. The bill, American Royalties Too (ART), is less generous than its stalled predecessor – reducing the rate from 7% to 5% and adding an overall cap of $35,000 – but may gain momentum from a December report from the Copyright Office supporting resale royalties. California’s royalties bill, recently declared unconstitutional in federal court, may offer useful lessons for how not to implement the policy.

STATE AND LOCAL

Tom Finkelpearl, head of the Queens Museum and former director of NYC’s Percent for Art program, will be the city’s next cultural-affairs commissioner. Among his innovations at Queens, Finkelpearl hired a community organizer to build ties between the museum and the borough. Mayor de Blasio used the announcement to wax lyrical about the importance of access and the power of the arts to strengthen neighborhoods; we’ll get a sense of how this translates into arts policy when his capital budget is released in a few weeks.

The city of Atlanta has proposed an ordinance that would make it much more difficult to display public art on private property- or “areas of private property which are visible from the public right of way or other public spaces.”

And how’s this for a nonprofit/for-profit smackdown? Maryland’s General Assembly, eager to keep production of Netflix’s political drama House of Cards in the state, tried to swipe $2.5 million from the state’s arts fund to secure additional tax credits for filming. Lawmakers argued the decision came down to simple economics, claiming the show “contributed $250 million to the economy and 6,000 jobs during the past two seasons.” (Too bad the research on the economic impact of tax incentives for film and TV suggests those benefits are less attractive than they seem.) In the end, the legislators held firm – or maybe they just didn’t have their act together – and now, we’re all waiting to see whether a change of venue is in the cards for House of Cards.

(Update: According to an email newsletter from Americans for the Arts, the $2.5 million did end up getting transferred from the arts fund after all. “Governor O’Malley originally allotted $7 million in his budget proposal, which then grew to $11 million.  The amount proved to not be enough….To raise more money, the General Assembly authorized applying the Special Fund for the Preservation of Cultural Arts, a fund of $2.5 million on reserve for supporting local arts organizations, toward film incentives. The Senate pushed for the amount to be raised to $18.5 million and requested $3 million from the general fund, which the House rejected. The final agreement stood at $15 million.”)

INTERNATIONAL

Lots of news from Britain this time around: Maria Miller, the UK Culture Secretary whom some accused of not being especially interested in culture, has resigned amid a scandal over her expenses. She will be replaced by Sajid Javid, the current Treasury Financial Secretary. As the EU eases copyright law to make it easier to transfer purchased music from one of your personal devices to another, most countries are simultaneously levying a tax on device manufacturers; the money would go to a fund to support young musicians. In Britain, the potential tax is being fought strenuously by manufacturers. Meanwhile, the UK has closed a tax loophole on domestic music, book, and app purchases; the move could raise as much as half a billion dollars, which retailers may pass on to consumers. In more local news, the Mayor of London has released a revised cultural strategy, which includes support for smaller arts organizations and your friendly neighborhood busker.

Italy has pledged to spend €135 million to restore 46 heritage sites in the southern portion of the country, following an earlier distribution of €222 million last September. On the other side of the Adriatic in Athens, the Greeks are not so lucky: their cash-poor government is thinking about selling off public landmarks near the Acropolis to private investors. Protestors have been staging angry demonstrations to tell the pols to leave their built heritage alone.

Good news for Dubai’s 137 million metro riders: now they can add a little culture to their wait.  Thanks to a new public art project launched by the Prime Minister of UAE, four metro stations throughout the city will be transformed into museums.

And the government of South Korea is digging a little deeper into cultural exchange through a new project set to introduce Korean culture into emerging markets around the world. The NEXT Project to Dispatch International Cultural Exchange Experts by Region sends staff abroad as both representatives and students of the host cultures and are responsible for managing each regional Culture Centre.

JUST ABOUT EVERYWHERE

Finally, the entire Anglophone world suddenly seems to be slashing taxes on live performance. New York State passed a theater tax credit to induce Broadway producers to prepare for touring shows upstate. (Producers and tour operators had lobbied for the incentives, which are already offered in states like Illinois, Louisiana, and Rhode Island.) Within days, Senator Charles Schumer proposed a more ambitious national tax rebate of up to $15 million per production – benefits already extended to film and TV. Both initiatives appear to be driven by the Broadway League. Meanwhile, the UK opened a consultation period for its own plan to provide generous credits for live performing arts; the exact policy objectives of the subsidy remain unclear. This last plan opens out into the world: as long as at least a quarter of the expenditures are in Europe, costs may be incurred in any country.