Universities must cultivate questioning, deep reading and independent judgement alongside disciplinary expertise. This was a central message from Prof Jonathan Jansen MASSAf at the Academy of Science of South Africa’s (ASSAf’s) Annual Humanities Lecture on 22 October 2026.

Delivered online, the lecture, The withering intellectual and the decline of the humanities in South Africa, marked the 10th year of the lecture series, coinciding with ASSAf’s 30th anniversary.

Jansen argued that the decline of the humanities should be understood beyond the fortunes of individual departments or programmes. He described humanities thinking as an orientation towards persistent questioning, reading beyond one’s discipline and making informed judgements, including the capacity for self-reflection and change.

He traced its weakening to a narrowing of educational purposes, from examination-driven schooling to university cultures shaped by compliance, publication incentives and performance measures. In his assessment, these pressures can undermine intellectual independence and the willingness to challenge established ideas and authority.

Illustrating the difference between memorisation and independent thought, Jansen recalled a student telling him: “Professor, I can now see what you’re trying to do.” Her explanation—“You require us to think”—captured the educational purpose he argued must be restored. He recalled responding quietly: “Lord, take me home. My work on Earth is done.”

Five main points emerged from the lecture and discussion:

• Recover education’s broader purpose: Jansen challenged teaching that prioritises memorisation and examination preparation over understanding. He argued that education should develop curiosity and the ability to engage with complex, unfamiliar problems.
• Rebuild a culture of reading: Reading widely and deeply helps students encounter different perspectives and question simplified narratives. During the discussion, he advocated making reading compelling through relevant questions and accessible starting points, rather than relying solely on compulsory reading lists.
• Defend academic freedom and intellectual independence: Jansen criticised political deference, financial incentives and institutional compliance where these discourage criticism. He emphasised universities’ responsibility to sustain reasoned debate, dissent and engagement with uncomfortable questions.
• Integrate humanities thinking across disciplines: Drawing on examples from the pandemic and technological change, he argued that scientific expertise must engage with human circumstances and ethical questions. He proposed introductory courses and core curricula that expose students to these questions before disciplinary specialisation.
• Respond thoughtfully to AI while protecting human agency: In the discussion, Jansen encouraged educators to rethink assessments so that they demand independent reasoning and application across contexts. He acknowledged that Artificial Intelligence could assist with initial understanding, while stressing that summaries cannot replace deep reading or an individual’s intellectual voice.

Audience questions also explored empathy in teaching, collegiality and disciplinary boundaries. Jansen described teaching as a relationship built on trust and recognition, and he urged academic leaders to support younger colleagues’ development. He argued that challenges such as pandemics and climate change require approaches that cross disciplinary boundaries.

Despite his concerns, Jansen expressed optimism grounded in his work with school learners, university students and emerging scholars. Their willingness to engage, he suggested, offers possibilities for renewing humanities thinking across science and scholarship.