Joseph Munyoki Mwinzi


A human face is one vital part that can be used to consciously or unconsciously express human emotions. The shape of the nose and the muscles of the face are significant when engaging in body language as a means of communication. The face therefore is not merely a set of frontage features, but it is more meaningful in its configuration, implying the reality of matter and form in our overall understanding of humanity. This is consistent with the view that an image is seen in its entirety, not by its individual parts. Thus, the human face of an individual is the cause of existential diversity in terms of variability whose inference is to enable recognition and identification of the uniqueness of individuality in order to discover the reality of being. In a similar vein, the human face analogy can elucidate meaning for education. In the academic spectrum, the subjects codified as humanities provide the analogy of face in education more so during   the   process   of   acquiring   knowledge.   As   such,   humanities   contribute   towards understanding perspectives, conceptualizing ideas, defining antiquities, isolating cultures and configuring creativity and by extension, fostering equity. In the contemporary society, science and technology is being overemphasized because it has contributed to human discoveries, inventions  and  innovations.  However,  it  is  palpable  that  science  and  technology  can  only interpret an idea using the component of a humanistic skill – dispositional knowledge which is devoid of propositional knowledge. It has no relevance in ideas, attitude, and values, which remain at the reserves of humanities. This article targets to shed more light on this discourse in order to inject newer insights in the unending controversy in science/humanities divide in education.


education; form; human face; humanities; matter; philosophical; sciences; social sciences

Full Text:



Breiner, J. M. et al., (2012). What is STEM? A Discussion about Conceptions of STEM in Education and Partnerships. School, Science and Mathematics, 112(1), pp.1-11.

Carrell, J. et al., (2020). Humanities-Driven STEM— Using History as a Foundation for STEM Education in Honors. Honors in Practice. University of Nebraska.

Corlu, S. M. et al. (2014). Introducing STEM Education: Implications for Educating Our Teachers For the Age of Innovation. Education and Science, 39(171), p.74-85.

Kelley, T. R. et al., (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(11), p.1-11.

McComas, W. F. et al. (2020). A Critique of ―STEM‖ Education: Revolution-in-the-Making, Passing Fad, or Instructional Imperative? Published in Science & Education. P.p.1-28.

Mwinzi, J. M. (2012). Integrating the Philosophy and the Goals of Education at the Kenyan High Schools. Unpublished Thesis. University of South Africa.

Mwinzi, J. M. (2020). Injecting New Perspective, Meaning and Relevance into the Philosophy of Education. International Dialogues on Education Past and Present, 7(2), pp.117-129.

Mwinzi, J. M. (2022). Ontological and Epistemological Relevance: The Cause for Philosophical Coherence and Excellence in Education. Canadian Journal of Educational and Social Studies, 2(4), pp.23-36.

Mwinzi, J. M. (2022). A Radical Shift in Education Practice and the Question of Ethical Reflection in Pandemic Era. Canadian Journal of Educational and Social Studies, 2(3), pp.98- 108.

Mwinzi, J. M. (2022). Universality and Particularity: The Cause for Inconsistency in Acquisition of Knowledge. Social Sciences, Humanities and Education Journal (SHE Journal), 3(2), pp.294- 305.

Margot, C. K. et al., (2019). Teachers‘ perception of STEM integration and education: a systematic literature review. International Journal of STEM Education, pp.1-16.

Peramatzis, M. (2018). Aristotle‘s Hylomorphism: The CausalExplanatory Model. Metaphysics, 1(1). pp.12-32.

Serdyukov, P. (2017). Innovation in education: what works, what doesn‘t, and what to do about it? Journal of Research in Innovative Teaching & Learning, 10(1), pp.4-33. Spark-Notes (2006). Philosophy Classic. Spark Publishing. N.Y. USA.

Williams, J. P. (2011). STEM education: Proceed with caution. Design and Technology Education: An International Journal, 1(16), pp.26-35.

Xie, Y. et al, (2015). STEM Education. Annual Rev Sociology, 1(41), pp.331-357.

Article Metrics

Abstract has been read : 3322 times
PDF file viewed/downloaded: 0 times



  • There are currently no refbacks.

Copyright (c) 2022 Social Sciences, Humanities and Education Journal (SHE Journal)

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

SHE Journal managed and published by Universitas PGRI Madiun (UNIPMA), Indonesia

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


View My Stats