The Humanities and The Sciences
The session on "The Humanities and The Sciences"
was presented on May 1, 1999, in Philadelphia, PA,
as part of the ACLS Annual Meeting.
copyright © Billy E. Frye
Introduction
Billy E. Frye, Moderator
Chancellor, Emory University
Thank you, and welcome to our panel on "The Humanities
and The Sciences." I am not quite sure why John D'Arms has chosen
me to chair itperhaps he thinks that coming to this happy task
from a long administrative career that has made me neither a very
good scientist nor a humanist qualifies me to moderate such a
discussion! In any case, I am delighted that the ACLS has offered us
this opportunity. I am particularly pleased that John has asked us not
to dwell upon differences and contrasts among the disciplines,
but rather to address issues that must be understood for a meaningful
and mutually beneficial conversation to occur.
In this forum we have been asked to explore the
differing investigative modes of the humanities and the sciences, and
to mention at least a few points of desirable interconnection
among these academic sub-cultures. John has persuaded an excellent
panel to talk with you about how we will conduct or fail to conduct
this interdisciplinary conversation, and it will be my privilege to
introduce these outstanding panelists. But first, allow me to
indulge myself for a moment.
As I was thinking about this meeting a few weeks ago, I
stopped several colleagues on the Emory campus and asked each of them
what was the first issue that came to mind when envisioning a forum
on the humanities and the sciences. I think it is worth recounting
briefly what each of them said as a way of launching this discussion.
The first, a classicist and long-time dean of arts and sciences,
said (and I paraphrase), "It is remarkable to me how in the past two or three decades the sciences and the humanities seem to have moved
in opposite directions from where they began on the intellectual
map, with the sciences emerging as the center of philosophical
reflection, while the humanities have moved in a narrower, more
technical, empirical, and analytical direction." This shift reminded him,
he said, of O. Henry's tale of "The Gift of the Magi." So I reread
that story, and was reminded, of course, of how Della and Jim, a
loving, respectful couple, both sold what was most precious to them
to enhance the most loved possession of the other: a set of tortoise
shell combs for Della's beautiful hair and a platinum fob for
Jim's wonderful watch. A parable worth considering, I think.
The second colleague I stopped, a fine young professor of
English, observed that he "found it interesting and troubling that in the
past ten years or so conversation across the disciplines seems to
have shifted from a debate over the strengths and limitations of
our respective methodologies and metaphysical views of the world
to arguments about turf, merit, and mistrust." Have some
destructive elements come between Della and Jim because of their failure
to communicate? The young man's unease stemmed in part, I
think, from impatience with the culture wars and the growing "cults
of personality" that have come to characterize the intellectual
landscape. But his observation was more an appeal to get back to dealing
with the issues, using our respective methods and world-views to
challenge one another to betterand larger-thinking.
The third point (made by two experienced academic
administrators, one a theologian and the other a social scientist) concerned
the new generations of scholars: "(Our) greatest concern is for
the students," my colleagues asserted. "Emory and universities like
ours draw large numbers of very talented students. Yet, much of
this talentparticularly that part that elects not to follow in the
narrow scholarly footsteps of the facultyis allowed to atrophy because
we do not connect with them in a telling way. We must find better
ways to make the body of knowledge that we teach consilient, to
better connect disciplines to one another and to the real problems of
the world, which are never merely disciplinary in character. How can the
faculty in the sciences and the humanities support a more
balanced, holistic curriculum while sustaining their essential expertise?"
Returning to Della and Jim, I would suggest that it is always
the children who suffer most when parents grow apart.
All of my interlocutors cited important needs: the need
to communicate, recognizing that we all have something important
to say to and to learn from our colleagues; the need to focus on the
big issues and to avoid entrapment in intellectual fashions,
disciplinary turf wars, and cults of personality; and the need to meet the needs
of our students and of society at large more effectively.
We may not all be ready to agree with E.O. Wilson's vision
that all knowledge ismust beconsilient, though I gladly
associate myself with that vision. If we ever really come to accept
that humanity is not uniqueas our predecessors accepted that the
sun is not the center of the universeinsofar as we are connected to
the rest of the natural world through our history, genetics,
development, and complex interdependencies with one another and with
our environment, then I think it must follow that, in the long run,
our various perceptions and explanations of the natural world of
which we are all a part must be consistent with one another.
Still, one does not have to accept the notion of a grand
unifying theory to find compelling reasons to take colleagues in
other disciplines seriously. For one thing, we should always remember
that the value of a theory does not lie in whether or not it is proven to
be correct or incorrect in our time, but in its power to help us frame
and test hypotheses by the best methods we have at our disposal. To
offer other reasons why we must dialogue more, and more seriously,
allow me to quote several respected colleagues. Wayne Booth, in
his Ryerson Lecture at the University of Chicago, suggested that
if "for people to understand one another is the
sine qua non of a genuine university, [then it follows that] one of our main tasks is to
improve our chances for genuine understanding." And Jaroslav Pelikan,
in The Idea of the University: A Reexamination,
observes that "the difference between bad scholarship and good scholarship is the
result of what a student learns in graduate school, but the difference
between good scholarship and great scholarship [lies in] the
general preparation of the scholar in fields other than the field of
specialization."
In his book, Consilience: The Unity of
Knowledge, E.O. Wilson himself asserts,
Every college student should be able to answer
the following question: What is the relation
between science and the humanities, and how is it
important for human welfare? Most of the issues that
vex humanity dailyeconomic conflict, arms
escalation, overpopulation, abortion, environment,
povertycannot be solved without integrating
knowledge from the natural sciences with that of the
social sciences and humanities. Only fluency across
the boundaries will provide a clear view of the world
as it really is . . .
Furthermore, he says, "the strongest appeal of consilience is in
the prospect of intellectual adventure and, given even modest
success, the value of understanding the human condition with a higher
degree of certainty." From across the intellectual aisle, Isaiah Berlin
makes a very similar point in his essay, "The Pursuit of the Ideal": "If we
are to understand the world in which we live, we cannot confine
our attention to the great impersonal forces, natural and
man-made, which act upon us. The goals and motives that guide human
action must be critically examined with every intellectual resource that
we have." Whether scientist or humanist, we are in this together.
Those of us who routinely press for more
cross-disciplinary conversation and collaboration and proclaim the dangers of
excessive specialization often do so with a tone of urgency, and I think
John D'Arms felt some sense of urgency when he organized this panel.
But is there any real urgency? Given the undeniable and
remarkable success of disciplinary specialization of scholarship in the
twentieth century, and considering, too, the seeming futility of the effort
to communicate with one another at times, some think not.
But consider these points:
- Every student who fails to develop an appreciation of the ways
in which we (could) illuminate one another's ideas, and of the
inconsistencies and insufficiencies among us, finds his
or her critical thinking and ability to apply knowledge to
understanding and solving problems greatly diminished.
Our failure to help students see how different fields of scholarship bear upon
one another is an important dereliction of responsibility and
loss of opportunity that will affect them the rest of their lives.
- Scholars who fail to see their fields of inquiry through the eyes
of others not only limit their own vision; they also run the risk
of entering an intellectual cul de sac, or worse, slipping unconsciously from the search for understanding into a defense of dogma and fashion. Interaction across the disciplines is one of
the strongest stimulants of creative scholarship, and is
the only force I know of that can counteract prevailing centrifugal forces
and create a sense of common enterprise.
- Institutions that cannot respond to new knowledge
quickly and flexibly, with new organizational and administrative configurations, areat least in the sciencestrumped in the production of new discoveries (and Nobel Laureates!) by those that
can, according to a recent study by University of Wisconsin historian Rogers Hollingsworth.
- Finally, any nation that attempts to address the urgent social
problems of our time solely from a scientific or a humanistic
vantage point will surely fail to find solutions that take account
of the essential and inescapable interconnections and inter-dependencies among the different elements of our natural and social worlds. Our failure to make these connections is, I
suspect, the source of much of the public's unfortunate image of
university faculty as a privileged priesthood pursuing their own
esoteric interests at public expense.
Thus, if we are serious about the consequences of what we do,
as we should be, there is urgency in the need to understand
and collaborate with one another. My greatest concern, therefore,
may have to do with the insidious changes taking place in our universities
that seem to make the prospect of meaningful conversation
among us ever more remote. Increasingly we take our separateness
as inevitable and assign greater value to our own particular
intellectual islands. The loyalties of at least some of our disciplines are
continuing to shift from the university to other professional and
commercial centers. Already, we have largely ceased to function together
as scholars engaged in a common enterprise and committed to
a common set of values.
As an administrator, I am well aware of how difficult it is to
bridge the gaps between us, and conversely of the dangers of knowing
less and less about more and more. While some problems (the limits
on our time, the intellectual and technical demands of specialization)
are real, other factors, such as our excessively specialized vocabularies
and overly rigid disciplinary structures, seem unnecessarily to
amplify our differences. It is essential for the future of the university that
we not completely capitulate to such exigencies but that we
work together in quest of mutual understanding, rather than
disciplinary hegemony or commercial success. Collectively, our
universities today comprise a culture of inquiry and skepticism that is
vitally important to society for reasons that are not often
consciously recognized, nor fully embraced by any other institution. Once
lost, this culture will likely be impossible to regenerate, and that, I
think, is a matter of some urgency.
Allow me to turn now to our fine panel. I will briefly introduce
all of them, and then we can proceed to their remarks without further delay.
First on the panel is Jerome Friedman. Dr. Friedman received
the 1990 Nobel Prize in physics for his studies on particle structure
and interaction. After several years at the University of Chicago
and Stanford, he joined the MIT faculty in 1960, where he now
holds the position of Institute Professor. His many honors and
recognitions include membership in the National Academy of Sciences
and the American Academy of Arts and Sciences, and the Presidency
of the American Physical Society. He will speak to us about
"Creativity in Science."
Next, Peter Galison will discuss his studies on one of the
most sacred and possibly least well understood of academic
mantras, "objectivity." Dr. Galison is Mallinckrodt Professor of the
History of Science and Physics at HarvardUniversity. He has published
in both physics and history of science, andan even more
impressive sign of his versatilityhas held appointments in the Departments
of Philosophy and History, as well as Physics and History of
Science, at Stanford and Princeton Universities. His honors include
the Presidential Young Investigator award of the National
Science Foundation, selection as Fellow at the Center for Advanced
Study and the American Academy of Arts and Sciences, and
MacArthur Fellow.
Finally, Susan Haack is Cooper Senior Scholar in the Arts
and Sciences and Professor of Philosophy and Professor of Law at
the University of Miami. She has held a number of honorific
lectureships, including the Romanell Lecturer of the American
Philosophical Association and the National Phi Beta Kappa lectureship. I
find her incisive, honest, and witty critique of some of the fashions
and foibles of academe to be irresistible, and I especially commend to
you her most recent book, Manifesto of a Passionate
Moderate, as one that is especially pertinent to any discussion about disciplinary issues
in scholarship. The title of her talk is "Science, Literature and
the `Literature of Science.'"
After each panelist has spoken, we will take a break and
then reconvene for the discussion.