Published: 01:08 AM, 16 August 2026
Declining Trend of Studying History and Philosophy in Bangladesh
History and philosophy, once regarded as essential disciplines for developing an educated and thoughtful society, are gradually losing their appeal among students in Bangladesh. Increasing preference for science, technology, business and other career-oriented subjects has raised concerns about the declining importance of these traditional fields of study.
The trend is not simply a matter of changing academic preferences. It reflects a broader transformation in the country's education system, where students and parents are increasingly judging subjects according to their immediate employment prospects. In this environment, history and philosophy are often considered less useful for securing a well-paid job, even though both disciplines contribute significantly to critical thinking, ethical reasoning, cultural awareness and responsible citizenship.
Recent developments have brought the issue into sharper focus. In June 2026, reports circulated that the government might discontinue honours programs in Bangla, History and Philosophy. The Education Minister, however, categorically rejected the reports as baseless and said there was no plan to remove these subjects from higher education. He explained that the government was reviewing curricula and introducing more market-oriented and technical subjects, but this did not mean that traditional disciplines would be abolished.
The controversy nevertheless revealed a deeper concern: even when such subjects are not formally removed, their popularity and perceived value appear to be weakening.
One major reason is the growing emphasis on employment-oriented education. Bangladesh is a young and developing country where unemployment and underemployment among graduates remain serious concerns. Students therefore tend to choose subjects that they believe will provide direct access to jobs in technology, engineering, medicine, business, finance and other expanding sectors. History and philosophy, by contrast, are often associated with teaching, research, civil service preparation and academic careers. Since these career paths may appear narrower, many students hesitate to select them at university.
Parents also play an important role in shaping these choices. In many families, academic success is closely connected with the expectation of obtaining a financially secure profession. A student interested in history or philosophy may consequently face pressure to study a subject considered more practical. Over time, such social expectations can create a cycle in which fewer students choose humanities subjects, leading to fewer opportunities and eventually making those subjects appear even less attractive.
The problem begins much earlier than university. A 2023 analysis published by The Daily Star noted that humanities subjects receive relatively limited attention in the school curriculum. History and geography, for example, may receive insufficient emphasis at earlier levels, while humanities are often grouped under social science in secondary education. Such limited exposure can make it difficult for students to develop a strong interest in these fields before reaching university.
The teaching methods used in some institutions may also contribute to the decline. History is sometimes presented mainly as a collection of dates, names, battles and political events that students must memorize for examinations. Philosophy can similarly be taught as a set of abstract theories rather than as a practical method of questioning, reasoning and examining ideas. When students fail to see the connection between these subjects and their everyday lives, they naturally become less interested.
Yet history is far more than memorizing the past. For Bangladesh, the study of history is particularly important because the country's identity has been shaped by centuries of cultural development, colonial rule, political movements, the Language Movement, the Liberation War and the struggles that followed independence. Understanding these events enables younger generations to appreciate the sacrifices and achievements that shaped the nation.
History also provides lessons for the present. Political institutions, social conflicts, economic inequalities and international relations cannot be fully understood without knowledge of their historical roots. A society that neglects its history risks repeating past mistakes and becoming vulnerable to misinformation and distorted narratives.
Philosophy is equally important. It teaches people how to ask fundamental questions, examine assumptions and distinguish between sound arguments and weak ones. In an age of social media, misinformation and artificial intelligence, these skills are becoming increasingly valuable. Students need not become professional philosophers to benefit from philosophical thinking. The ability to evaluate evidence, recognize logical fallacies and consider ethical consequences is useful in almost every profession.
Indeed, the global debate over artificial intelligence has highlighted the continuing relevance of humanities education. Recent international discussions argue that AI may increase rather than reduce the importance of skills such as critical thinking, ethical judgment, communication and understanding human behaviour.
The decline of history and philosophy therefore should not be viewed as an inevitable consequence of modernization. Bangladesh certainly needs more engineers, programmers, scientists and technical professionals. But development cannot be measured only by the number of technologically skilled workers. A successful society also needs historians, philosophers, writers, teachers, researchers, journalists, policymakers and citizens capable of thinking critically about complex social problems.
The solution is not to discourage students from choosing science or technology. Instead, Bangladesh needs a more balanced educational model. Universities can introduce interdisciplinary programs combining humanities with technology, economics, law, public policy and artificial intelligence. History students can be trained in digital research, data analysis, heritage management and public policy, while philosophy students can explore ethics, technology, law and AI governance. Such combinations could demonstrate that humanities graduates have diverse career possibilities.
Educational institutions should also modernize teaching methods. History can be taught through documentaries, archival materials, oral histories, digital maps and research projects rather than relying exclusively on memorization. Philosophy classes can encourage debate, problem-solving and discussion of contemporary issues such as artificial intelligence, climate change, human rights and social justice.
The government and universities have a responsibility to ensure that curriculum reform does not become synonymous with eliminating traditional disciplines. Current policy discussions, according to the Education Minister, focus on strengthening career-oriented education and aligning new courses with labour-market needs, while retaining foundational subjects such as history and philosophy.
Ultimately, the declining popularity of history and philosophy reflects a wider question about what education should achieve. If education is viewed only as a pathway to employment, subjects without an immediate vocational outcome will inevitably be undervalued. But education should also produce informed, ethical and thoughtful human beings.
Bangladesh needs technological progress, but it also needs historical consciousness and intellectual depth. The challenge is not to choose between science and humanities, but to create an education system in which they complement one another. History can teach society where it has come from, while philosophy can help it decide where it should go.
If the country allows these disciplines to fade simply because they appear less profitable in the short term, it may gain technical skills while losing part of its intellectual foundation. The task, therefore, is to make history and philosophy relevant again—not by resisting change, but by demonstrating their continuing importance in a rapidly changing Bangladesh.
Mahfuz Ul Hasib Chowdhury
is a contributor to different
English newspapers and magazines. The writer is also a Commonwealth
Open University Fellow.
