“Some students at BYU perceive general education as an unfortunate burden that does little for them professionally. I was rudely awakened to this perception the first time that I taught Biology 100. Having loved biology my entire life, I assumed that all 250 students in my class would be as enthusiastic as I was to study biology. I quickly learned that most of my students dreaded having to take the course and had little interest in the sciences. My challenge was to help them learn to reverently admire the intricate wonders of God's creation that are evident when we study life. General education is especially important at BYU, for here a thoughtful study of the arts and sciences can be, in President Kimball's words, "bathed in the light and color of the restored gospel."”

— Daniel J. Fairbanks

Let me share with you a few of my own experiences.
The quoted line is taken from "Education for Eternity" (12 Septemebr 1967), by Spencer W. Kimball, p. 11, preschool address to BYU faculty and staff.
The Arts, the Sciences, and the Light of the Gospel (2000)

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Daniel J. Fairbanks 13

American artist 1956

Kathy Acker (1947–1997) American novelist, playwright, essayist, and poet

Kathy Acker: Where does she get off?

“Are we biology or God or something higher? I know my heart beats and I listen to it. The beat is biology, but what is the song?”

James Frey (1969) American screenwriter and media presenter

“If you ask most teachers of science what their main goal is, they will probably say: for my students to understand the basic concepts of physics, chemistry, biology, or whatever other field is being studied. The critical words here are ‘understand’ and ‘concept’, and both of these terms assume a fundamentally psychological approach to learning… If we see the goals of science education in terms of what students will be able to do, and how they will be able to make sense of the world, rather than in terms of our speculations about what may be going on in their brains, then we need to see scientific learning as the acquisition of cultural tools and practices, as learning to participate in very specific and often specialized forms of human activity”

Jay Lemke (1946) American academic

Jay L. Lemke, " Teaching all the languages of science: Words, symbols, images, and actions http://academic.brooklyn.cuny.edu/education/jlemke/papers/barcelon.htm." Conference on Science Education in Barcelona. 1998.

“I had very happy high school years; I was not a very diligent student, but I had good achievements – I was a winner of biology and chemistry national competition, which gave me a lot of points when I decided to take the entrance examination for medicine, not being completely convinced of the medical profession, since there was never a doctor in my family.”

Marek Sanak (1958) Polish scientist

Kobos, Andrzej (2012). Po drogach uczonych. 5. Polska Akademia Umiejętności. pp. 317–335. ISBN 978-83-7676-127-5.

“I propose that the aim of education is exactly the opposite, namely, the widening and deepening of consciousness. To the extent that education can help the student develop sensitivity, depth of perception, and above all the capacity to perceive significant forms in what he is studying, it will be developing at the same time the student's capacity to deal with anxiety constructively.”

Rollo May (1909–1994) US psychiatrist

Source: Psychology and the Human Dilemma (1967), p. 50
Context: The overemphasis on the Baconian doctrine of knowledge as power, and the accompanying concern with gaining power over nature as well as over ourselves in the sense of treating ourself as objects to be manipulated rather than human beings whose aim is to expand in meaningful living, have resulted in the invalidation of the self. This tends to shrink the individual's consciousness, to block off his awareness, and thus play into … unconstructive anxiety … I propose that the aim of education is exactly the opposite, namely, the widening and deepening of consciousness. To the extent that education can help the student develop sensitivity, depth of perception, and above all the capacity to perceive significant forms in what he is studying, it will be developing at the same time the student's capacity to deal with anxiety constructively.