Of all the ways students can be categorized, there is perhaps no more fundamental distinction than between technical and non-technical people. There are the engineers, computer scientists, mathematicians, physicists and chemists. And then there’s, well, everyone else. You probably already know which group you belong to, but one basic distinction between these two groups of people really stands out: One group knows and uses calculus and the other doesn’t.

I’m sure all you non-integrators out there — and if you don’t know what it means to ‘integrate,’ it’s very likely I’m talking about you — are quite well versed in your list of excuses for not ever having learned calculus. You’re not ever going to use it. There are other more important classes to take. It’s a waste of time. You wouldn’t understand it anyway. You’d forget it two weeks after the semester ended. No one is ever going to hire you to solve math problems. The list goes on and on.

However, if you adhere to any of the aforementioned excuses, you probably also believe written and oral communication skills are important and everyone ought to be required to take an introductory literature class. You probably also insist intelligent people need to use proper grammar. I have just one thing to say to you if this is the case: You are a complete and utter hypocrite.

Calculus is the basic language of just about every higher level of science. Unless you understand calculus, you cannot have a fundamentally intelligent discussion about most of the engineering and scientific feats responsible for all our modern conveniences. Without a basic understanding of calculus, it is impossible for you to participate in the realm of technical discourse.

For example, what discussion of global warming models could take place without referencing the importance of Navier-Stokes equations in our cloud formation models? If telling you that the Navier-Stokes equations are differential equations governing fluid flow doesn’t help you understand that last sentence, I think my point has just been proven.

If you think it is important for technical people to be able to communicate and participate in discussions that don’t involve a bunch of equations and data graphs, why are you excused from acquiring the basic education to participate in technical discussion? Both are forms of communication and both are able to explain ideas of which the other is incapable.

To take things one step further, I not only believe you are wrong and logically inconsistent, but I believe taking at least one semester of calculus ought to be a graduation requirement for everyone. No exceptions. If you truly want your UW-Madison degree to certify that you are a well-rounded and educated person, calculus is a must.

Obviously, making everyone struggle through Math 221 would be just mean, and would frankly cause a decent number of prospective engineers and physics majors to skip class to avoid sitting through your questions. Even Math 211, 221’s dumbed down sibling, would be unnecessary for most.

All I’m advocating for is a class that would introduce you to things like derivatives, integrals and inflection points. It doesn’t even really matter if you can calculate them or know about the mean value theorem. After all, chances are you would devote substantial effort to making sure you didn’t really have to use anything you learned to compute a derivative anyways.

The differentiators of the world must rise up and expect that educated people will at least gain minimal understanding of technical issues. For too long the world has told technical people we must learn how to communicate ideas to non-technical people, because obviously they can’t be expected to have to learn things that involve math. We ought to demand non-technical people at least be forced to meet us halfway. The burden for ensuring good communication shouldn’t be entirely on us. Non-technical people need to learn how to communicate too.

Patrick McEwen ([email protected]) is a junior majoring in nuclear engineering.