I suppose for meeting Gen. Ed. requirements more history and philosophy classes with a focus on where certain Math and Science comes from could be great.
Additionally math courses for the non-stem majors that focus more on the history and importance of something, say the quadratic formula, instead of applying it/remembering it without much context from where it came from could help out a lot of non-stem majors with their math requirement.
However I think it boils down to interest and a degree of time whether or not someone in a stem field feels compelled or not to pay attention and learn where their math tools come from or the experiments that built the respective sciences.
That is, I've found while stem classes may not focus on the above, they do cover it and for the more enthusiastic and self motivated student right there in their books to read about.
I've also found professor's that love this stuff too, which I've found pleasure in them sharing these stories when they can.
Additionally math courses for the non-stem majors that focus more on the history and importance of something, say the quadratic formula, instead of applying it/remembering it without much context from where it came from could help out a lot of non-stem majors with their math requirement.
However I think it boils down to interest and a degree of time whether or not someone in a stem field feels compelled or not to pay attention and learn where their math tools come from or the experiments that built the respective sciences.
That is, I've found while stem classes may not focus on the above, they do cover it and for the more enthusiastic and self motivated student right there in their books to read about.
I've also found professor's that love this stuff too, which I've found pleasure in them sharing these stories when they can.