James Gustafson (Emory
University): I think we've had a very worthy feast here and I will make only a few comments. Each of
these three presentations addresses a very different intersection of
the sciences and the humanities. In this sense, they simply illustrate
what could be treated more expansively in terms of many wider
intersections of the humanities and the sciences. Professor Friedman gave
us an interpretation and understanding of the generative
intellectual process of creativity and of the ways in which it functions in
science and in the arts. One issue not addressed is whether
creativity functions in humanistic scholarship in the same way that it
functions in the arts, and the extent to which certain forms of
humanistic scholarship are now reducing the role of imagination and seeking
to supplement certain versions of scientific inquiry.
But if we were to explore the creativity and the
generative processes that go on in our scholarly research, we would be
engaged in a radically different enterprise than the other two presentations
illustrate. We would be looking for information. We would
be looking for ideas. We would be looking for concepts by which
we could specify not only the general basis of creativity but also the
ways in which creativity functions in the context of different materials
that we use. Professor Galison's presentation is one that interests me
a great deal because it leads us to a consideration of particular
research and its history, so that issues that often are dealt with in very
abstract terms are seen to be pertinent to the ways in which certain things
are depicted and therefore describedways in which certain
salient features of a depiction are highlighted; the significance of
salience; the role of judgment that changes as you shift from the genius to
the mechanical to the judgmental.
My own judgment is that we can advance our discussions
about relations of science to humanities if we undertake more projects
of this kind. That is to say, how is the same phenomenon
depicted differently by different scholars? And how do we make a case that
one depiction of it is more accurate than the other, relative to the
interests of our research? Further, what are the proper concepts to use in
order to interpret that phenomenon, and what is the context for
those concepts? I believe that when we begin with a more
specific phenomenon, we can avoid some of the more abstract "culture
war" types of polemics in discussions of the relationship of the
sciences and the humanities, because we are making particular
judgments about particular issues.
Allow me to illustrate that with an incident that occurred in
the seminars that I was teaching. We had a new
colleagueBerkeley-trained, new historicist, feministwho was making the
argument with reference to the biological sciences that the biological
sciences are social constructions. At which point one of Emory's
more eminent scientists began to agree with her, as he had been reading
[Paul K.] Feyerabend, [Thomas S.] Kuhn, and others. I began to
get a little worried, so I said in my jocular way that I wasn't going to
call my friends at NIH and tell them that there is a scientist at
Emory who is now saying that contemporary biology was only
different from Aristotle's biology and not better than Aristotle's
biology. What was interesting was that during the next session of the seminar,
the biologist asked the historian of Florentine women, "Are
your studies only different from or are they better than previous
studies of Florentine women?" At that point we can begin to reflect: if
we introduce the word "better," we have to come up with evidence
and an argument addressing what is better. And when we can do that
with particular research projects in which there is a conjunction
or intersection of scientific and humanistic studies then I think we
can pursue these problems with greater refinement and greater effectiveness.
I'm going well beyond our discussions now, but one of
the projects I think is very interesting is just a discussion of the
human itself. I am interested in looking at different delineationsI
won't even call them definitionsof what constitutes a human, and
then the ways in which economists, psychologists, various
behavioral scientists, biologists, and other scholars have their own modes
of interpreting and understanding the human and the clashes that
arise, concerning not only the relevant data and the relevant concepts
but the value structures or value commitments of the people engaged
in these projects.
Professor Haack has given us quite a different orientation,
based on some of her previous work. That is to say: here we would
be discussing at a more general level what kinds of language
are appropriate to the materials that we are dealing with. I won't
go further except to suggest that the possible range of intersections
in science and humanities has only been hinted at in these
three presentations, and that with the help of some administrators it
is possible for us in our universities to become much more engaged
in a much more serious and disciplined way with these particular issues.
Billy E. Frye: Ladies and gentlemen, let's begin the
discussion. I invite you to pose a question to the panel or the
appropriate member of the panel.
For my part, I want to make this one comment: I know that
the conversation we are calling for and attempting to have is
extremely difficult at times. The limitations of time, the demands of
disciplinary specialization, the dangers (that I exemplify) of knowing
more and more about less and less. These are all very real problems of
which we need to be wary, but at the same time I am
equally convinced that some of the difficulties we ourselves have
created, with the overly specialized, sometimes pompous rhetoric of
disciplinary rigidities in our universities that make it difficult to cross
the boundaries and talk with one another. And so I think it's
absolutely essential to take down some of the barriers. And, again, I just
want to thank you for creating the conversation and invite you now to
raise your questions or remarks.
David Green (National Initiative for a Networked Cultural
Heritage): I don't know whether I'm allowed to ask two questions.
One would be short, which is just an invitation to Peter Galison
whether he would like to predict the next step and perhaps the role of
virtual reality and artists in the development he was mapping out.
My second question is rather larger. It's clear that we have
very established disciplines in both the history and philosophy of
science and the history and philosophy of technology. But as far as I
know, we don't really have anything approaching a history of the
humanities. I guess the question is, apart from why, whether our
panelists might feel there may be the beginnings of a history and
philosophy of either the humanities or of any of its constituent disciplines.
Peter Galison (Harvard University); Those are two difficult questions. One of
the things that characterizes a lot of the recent use of images in
scienceor, more precisely, the physical sciences, I won't speak to
the biological sciencesis non-mimetic images: images that
don't purport to stand for something recognizable as naturally
occurring object, but related to the behaviors of objects in other ways. And
one of the things that I gather from colleagues who study
nonlinear dynamics and other related topics is that the pictures actually
become quite important in terms of recognizing patterns even before
it's known how to interpret those patterns. And there is an
older example that Jerry Friedman's remarks call to mind: that in the
case of simply scattering patterns that don't represent the object in
any mimetic way, but represent a transformation of those
objects, already it was difficult to try to establish patterns and to reconstruct
the original spatial form on the basis of this transformed image.
But I think that images are immensely dense ways of conveying
and encoding information, and our ability to understand how
they should function seems to me not at all exhausted by what we've
seen so far. It's hard to say in any strong, predictive way where that
would go. But I would look especially to the domain of
non-mimetic images.
As for the second questionof whether there is attention paid
to the history of the humanitiesI think there is increasing interest
in the history of scholarship now. Broadly construed, I know that in
the history of science, for example, after a relatively long dry season
of not very much interest in the history of the social sciences, there
is increasing interest in that field, and a larger and larger number
of interesting studies have come out about the history of the
social sciences. My sense is that the history of scholarship on the
humanities, which is mostly oriented towards the early modern period,
will eventually move into the more modern period. The biggest gap,
I would say, is the history of the humanities in the last two
centuries. The early modern and pre-modern humanitiesthat is to say,
the history of scholarship, broadly conceived, in the pre-modern
and early modern periodhas been an area of investigation for
some time. One thinks for example of [Anthony] Grafton at
Princeton who has done extensive work in this domain. But there are
many others.
Harold Orlans (Change
Magazine): I'd like your comments on what strike me as the rather hubristic outlook of science
and Montaigne's remark that God has not pledged to limit Himself
to our understanding.
Jerome Friedman(Massachusetts Institute of Technology): Well, let me say the point is, first of all,
science does not give us what I call truths. We have models of how the
world works and the models are as good as the experiments that
support them. As we know, for example, we had Newton's laws,
which worked extremely well, but we found that if you go to high
velocities they are superseded by special relativity. Now it turns out that special
relativity in the limit of low velocity gives you these laws exactly.
So this is the way science progresses: it gives us a model, and as we
learn more the model is perfected. Whether we will have the
absolute model, which is the law, one never knows and cannot know. And
so I hope I didn't convey the tremendous hubris that you suggest I
did, because I do believe that science has its limitations. However, at
the same time, it is remarkably successful. For example, today we
have a so-called standard model in particle physics that is a
remarkable intellectual development. Given the current accelerator energies,
it explains everything observed, but we know that if we go up a
factor ten in energy, it starts falling apart. There's something more
there that we don't understand. And this is why experimentation
continues to go on, and to go on at various levels. But we'll never know
if we have the exact answer.
Martin Ostwald (American Philological Association;
Swarthmore College and University of
Pennsylvania): I want to say a number of things. First of all, I want to compliment the administration of
the ACLS for having staged this particular colloquium, and I want
to compliment them and the speakers for the variety of approaches
and the variety of expression that we have been witnessing this
morning. As far as substance is concerned, one word that came up in my
mind as foremost in all the speeches is "truth." And I have come to
the conclusion and have been confirmed in the conclusion that
there ain't no such thing. [Laughter] There is an approach to truth, and
I think it's an approach that characterizes activities in the
humanities just as much as in the sciences. I believe with the first speaker that
one might try to accomplish something similar for the humanities as
has been accomplished by our three speakers this morning, and in a
way a tiny beginning has already been made. I don't know whether
you are aware of The History of Manners: a series of volumes
published some years ago, of uneven quality, but the attempt certainly
shows that not every generation puts into the foreground of its
consciousness and its activity the same kind of thing. And as a matter of
fact, in my own fieldClassicsI could write, I suppose, more than
one volume about the different approaches to the human animal in
classical antiquity, the methods of exploring it, and the ways
of understanding it that have emerged in the last two centuries. So
the kind of change which you observe in your various fields and
your various manners can, I'm sure, also be traced in the humanities,
and when that is accomplished, I would not be surprised to discover
how closely they follow step in step.
Jerome Friedman: May I make one comment on that? In my
talk, I tried to place art at one point and science at another. But there's
a continuum all the way across, and the point is that creativity is
similar throughout the entire continuum. In a certain sense, the
humanities proceed by inquiry, and the same kinds of insight and flashes
of insight in terms of understanding something that come in
the sciences will come in the humanities, making relationships
between various aspects of the study. So I don't see any real
differentiation from that point of view.
Susan Haack (University of Miami): I'm sorry if it seems a little churlish to disagree
with someone who was so nice about this, but I think I had better
own up. I think there is such a thing as truth. I'm a contrite fallibilist
who believes that we very rarely have it, and that when we do have it,
we very rarely know that we do. I'd like to ask you this question: I
take it that the idea of approaching Australia when there's no such
thing as Australia doesn't make any sense. And I'm inclined to say
that, similarly, the idea of approaching the truth when there's no
such thing as the truth makes about as much sense as the
approaching Australia idea. Perhaps I'll say one more thing (I don't think
it's anything fancy): I think that Aristotle had it right to say of what
is that it is, or of what is not that it is not, is true.
Jerome Friedman: Let me comment upon that, because I
don't actually think it's a disagreement. No, clearly there are laws of
nature: there's no question about thatotherwise, we wouldn't be in
the business of trying to understand them. However, the question
is whether we will ever get there, and if we do get there, how will
we know it. How will we know that we have gotten the absolute truth
of the laws of nature? That's the real issue. For example,
in mathematics you have Gödel's theory, which tends to create
some problems in mathematical logicand mathematics has always
been considered such a precise and well-structured point of view. So, in
a strange sense the real issue here is: yes, there's probably
something that we will get to, but we will never know whether it is the
truth. For example, people today are working on the ultimate theory
of everything. We will not know whether we have gotten there,
because what kind of experiments do you have to perform in all
conceivable situations to ensure that the theory of everything really is
covering everything. So we make great progress, and science is wonderful,
and we understand immense numbers of things: it's unbelievable
what we understand. But whether or not we will ever get to "the truth"
is an open question.
Susan Haack: Well, I don't think we disagree. Charles Peirce,
who is a philosopher I greatly admire, once wrote: "Out of a
contrite fallibilism, combined with a high faith in the reality of
knowledge, all my philosophy has always seemed to grow." Every time I read
it, I say, "Me, too."
Martin Ostwald: I'm not sure whether Professor Haack
really intended to ask me a question. I can answer her very simply
by requesting that she reformulate her question to me by
substituting Plato for Aristotle. Plato did believe that there were
absolutesin absolute moral values that are noble in a certain way. I do not
think that Aristotle followed him in that. He was influenced by Plato
but he broke down the quest for the absolute much more in the way
in which Professor Friedman and I seem to be wanting to do it, if
I interpret you correctly.
Susan Haack: That is a different question altogether. It's
one question whether there are truths, another whether there is such
a thing as "the truth." I think Professor Friedman and I agree that
there is and there are, though our access is fallible and limited to a very
high degree. It's an entirely different question whether those truths extend
to moral truths as opposed to factual truthsanother and, I
think, much harder question. And nothing that I said committed me
either way on that question, which I still refuse to answer on the
grounds that it might incriminate me. I haven't thought it through enough.
Susan McClary (University of California, Los
Angeles): I'm a musicologist, and one of the things that I was thinking of when
I listened to Peter Galison's wonderful talk is that musicology
has wanted to go back and freeze itself in that moment of
objectivity. And there are reasons for that that have mostly to do with
postwar politics. During the Second World War and during the Soviet
era, there were tremendous abuses in interpretations of music,
literature, and many other things. That isn't your problemthat's our
problem: how to be able to interpret again without tripping over the same
traps that occurred in Nazi Germany and in the Soviet Union. And
of course, the same kinds of issues arise in the biological sciences.
I've been reading Gerard Diamond recently, my colleague at UCLA.
He tries to get into questions of why it is that people in various parts
of the world advanced more easilywhether there were differences
in innate faculties or resources. Or when you talk about anything
that gets close to human beings such as sexuality: how to
understand sexuality? Is sexuality something that is connected to what we
are biologically, or is it completely culturally constructed? It seems
to me that these questions lead to the same kinds of tensions that we
are dealing with today: inquiries that may be scientific but that are
very much charged, that can have real ramifications in the world. I
wonder if you would mind speaking to that. I know that your
perspective comes out of the biological sciences, but these seem to me to be
issues that bring the humanities and the sciences very close together:
what we do when we get into those difficult areas where interpretation
can impinge on the way we understand our lives.
Peter Galison: Thank you. I think our discussion actually
touches on something quite important, and that is that we are
accustomed, in the moral and political sciences, to the idea that certain virtues
can conflict and that some of the things that we desire may conflict with
other things that we desire: that both may be good, and that we
may not be choosing between the good and the bad but between
two goods that conflict. And part of what I wanted to suggest is that
the epistemic virtues that we have in science can also sometimes
find themselves in conflict, at certain times and in certain places
and disciplines. So, for example, in the mid-to-late nineteenth century
or even in the early twentieth century, photography of certain
processesanatomical processes, microscopic photographyoften
lead to blurry black and white pictures with very little depth of
field. Accuracy was being sacrificed for objectivity. But objectivity was
not an arbitrary and absurd epistemic goal: it was a virtue. It was put
in place for exactly the reasons that you suggest in your
question, namely in an attempt to eliminate the system-building sort
of ideological overview that was distorting the visual world in order
to make it conform with some pre-established system. Very
capable scientists across a wide range of disciplines were willing to make
that kind of sacrifice. And that's what Lowell does at a certain point in
his discussion of Mars. He could draw a better picture, a colored
picture, a more detailed picture of what he was seeing through the
telescope than he could get out of a blurry black and white picture
that wouldn't reproduce in the newspapers and that was costing him
a debate, a very public and painful debate, about the surface of
Mars. But he was willing to make that sacrifice because he was
so committed to this notion of objectivity.
Later, in the other examples that I discussed, people were
not willing to make that sacrifice; they said that adding judgment
and interpretation was crucial to be able to extract the interesting
lesions, the interesting magnetametric measurements of the sun, the
interesting features of certain biological or anatomical processes, and that
in order to be able to make salient the features that were necessary
for the advancement of science, they were willing to sacrifice the kind
of mechanical objectivity that would have disallowed any kind
of intervention in these images. Now I've chosen the images because
it's a big but restricted domain, and I'm not trying to talk about
all scientific practice. But the example of these two sometimes
conflicting virtues of accuracy and objectivity addresses, it seems to me, the
concern that musicology as you describe it seems to be facing
as scholars begin to debate the disadvantages of allowing
interpretation, because it allows a kind of crushing of history and of music and
of theory. At the same time, to disallow interpretation in an
extreme fashionin order to achieve a certain kind of
objectivityflattens and deadens the discipline. So I think that the issue that is
common to my concerns and the concerns that you voice has to do with
what happens when at a given time epistemic virtues find themselves
in conflict.
Philip L. Quinn (American Philosophical Association; University
of Notre Dame): A generation ago, as many will recall, C.P.
Snow wrote about the sciences and the humanities as two cultures:
cultures that didn't understand each other very well. Snow thought,
perhaps prejudicially, that scientists were better at coming to terms
with humanistic culture than the other way around. For the sake
of historical perspective the question is, "So, what's new?" Is
the problem any different now than it was then? More urgent? Closer
to solution?
Susan Haack: I'm not sure I can answer the question as put, but
I can come at it obliquely, if you'll forgive me. It seems to me,
perhaps, that if you come at this issue from within philosophy, it looks
very different depending on which wing of philosophy you are
coming from: that is to say, if like myself, you were trained
analytically. Nowadays if anybody asks me what party I belong to, if they
really insist, I say, "Well, I guess I'm a sort of an analytical pragmatist."
If you are trained that way, one thing that's absolutely clear from
the beginning is that philosophy is a form of inquiry: we are trying
to figure some things out, and I think that means that even if you
work very hard, as I do, to try to avoid that aping of the
sciencestrying to look more like a physicist than you really have any right to
beyou do in fact have a sort of affinity with your scientific
colleagues, which can be much harder to achieve with your literary
colleagues. My sense is, it's more work for me to talk to literary scholars.
And one of the things that I find disturbing about this is, having worked
for nearly twenty years at a university only forty miles away from
the Royal Shakespeare Company's home, I am full of Shakespeare,
I'm an aficionado, and yet that doesn't help very much. I don't find
that my breaking into Helena insulting Hermia (one of my
favorite insults of all time) helps a lot in that dialogue. And I think it's
perhaps because it's no longer so clear that literary scholars think of
themselves as simply engaged in inquiry in the way in which I do
and Professor Friedman does. Do you see what I mean?
Jerome Friedman: I think that this question has many
different ramifications. One is the question: are there differences in
the activities? Yes, there are. There are also great similarities. That's
what I tried to point out in my talk. The question is, what is the
public perception, or the perception in each field? That question has to
do with the education that actually takes place in our society. For a
long time it was thought that science was only for people who wanted
to be specialists. People in the humanities did not get a real
grounding in science, and science departments did not make courses available
to people in the humanities, which I think is one of the things
that contributed to this separation. I think there's a greater
awareness today that we live in one culture. Humanities is an activity,
science is an activity: it is human activity, with many great similarities.
To be a cultured person today, one has to understand all these
things. And I think there's a greater willingness today in the
educational system to try to provide this understanding. For example,
many physics departments across the country now have courses
called "Physics for Poets," where the idea is to try to get across
the conceptual points of view to people who are going to focus
on humanities, economics, or social sciences, without going into
the fine details of the mathematics. And I think that as we extend
our educational system, this difference in the two cultures will
start melting away.
Peter Galison: I'd like to take a crack at that. I think that the
C.P. Snow debate, which came out of an internal Cambridge
squabble with F.R. Leavis, phrased things in a way that I think doesn't help
us very much: that is to say, I don't think it's the same discussion
that we are having now. Snow in the end wanted to make points
about whether each side knew certain facts: his favorite phrase, which
he repeats over and over again, was "Do you know the second law
of thermodynamics?" And I think that the knowledge of certain
particular results is really not the issue. The issues that interest me in
joining the humanities and the sciences and, I think, interest in different
ways Jerry and Susan, have to do with what counts as a demonstration
or as an argument. In the cases that I presented here today, how
do pictures function and what role do they play in different sectors
of the culture? I mean to ask questions about practice rather than results.
For example, if you look at, say, the way popular science is
often presented in journals, it consists of results isolated one from
the other, written in a narration of a constantly shifting set of
metaphors. And to me that removes precisely what is the most interesting
feature of science: the connected or extended argument, the fact that
things are linked together. I don't think that C.P. Snow's argument
about teaching people cool scientific facts, and getting them to be able
to say "entropy always increases" at the appropriate signal is an
advance in linking the humanities and the sciences, but I think that the
issue comes to mean something when we ask questions about what
counts as reasoning, what counts as a demonstration, what is an
argument in different contexts. Or when the humanities, social sciences,
and sciences have to grapple with common problems that none of
them can solve independently: issues of computer privacy or weapons
and other questions that simply cannot be isolated in one sector or
the other. They are not going to be solved by simply applying a
formula from an older, idealized moral philosophy, and they are not going
to be solved in the normal everyday language internal to
computer science or molecular biology. These are two places where I
would look for common ground: extending issues of practice, or
focusing on a common topic where different skills are needed. Neither
of these is captured by the C.P. Snow/Leavis debate that is, it seems
to me, of no great present concern.
Brian Foster (University of
Nebraska): I wonder if this C.P. Snow question might be addressed in a slightly different way looking
at applied science. Somehow, we tend to have these discussions
by looking at "pure" science and the humanities, but in fact the
cultures of applied science and basic science are more different than
the cultures of basic science and the humanities. Applied science is
an extraordinarily messy business: it's ideological, and it's driven
by economics and government and manufacturing processes and
all kinds of things that make it very, very different from what
drives basic science. So I wonder if our panelists could comment
on whether one might help advance the discussion a bit by looking
at that contrast: by triangulating on this issue with basic science
and pure science and the humanities.
Jerome Friedman: Let me comment on that. I think I would
have to disagree with you that there's such a fundamental
distinction between basic science and applied science. Actually, it's a
continuum: many applied scientists learn a great deal in basic science,
andthis has been historically the casein carrying out their applied
science. Conversely, many basic scientists learn about applications in
trying to build instrumentation to carry out their basic science. The
point is that the rules of verification and the rules of whether or
not something works are the same. Therefore, in a certain sense,
the actual scientific practice is not different. The major difference is
that in basic science you are trying to understand things only for the
sake of understanding: you have no idea whether your understanding
will ever be applicable to anything. But you have a great view of
history which says that knowledge has been power in the past, and
that whatever we've learned has been to a large extent applied, and that
it can be applied in a beneficial way. Some things are misapplied,
also. But I think that there isn't that great a distinction between
applied science and basic science.
Susan Haack: I think there is another set of issues that we
are missing, a rather important set. It seems to me that one of the
places in our society and in our culture where science plays an enormously
important role that we haven't talked about at all is where
it interfaces with the law. One of the things that we are seeing in
recent Supreme Court cases is the great difficulty of a legal system in
which the personnel is not generally scientifically literate, in terms of
results or procedures, trying to grapple with the fact that a great deal of
cases now turn on scientific evidence which the people asked to judge
are not in a good position to do.
Jerome Friedman: Well, it goes further than that, because in
a democratic society many decisions have to be made which have
a tremendously important scientific component, and the
lawmakers and the public ultimately have to make those decisions, and one
of the great problems that we have . . .
Susan Haack: . . . is knowing enough to make them wisely . . .
Jerome Friedman: . . . make them wisely, and having
the appropriate scientific literacy in the educational system to
prevent these decisions from being made blindly. I think this is, in a
certain sense, a great responsibility of the scientific community.
Scientific societies across the nation have come to this realization in the last
few decades, that they have to go out and take positions on public
issues not so much to tell the society, the government, or the public
what should be done, but to make clear what the alternatives are and
what the consequences of the alternatives will be. And so you have
put your finger on an extremely important issue.
Susan Haack: It seems to me there are two questions: one is
about what ends we should be pursuing, which is properly a question of
the people who are affected. And the other is about what means
would achieve them, which is something that, very often, we need
someone with more knowledge than ourselves to tell us.
Jerome Friedman: It really tells us that the idea of having
a scientific culture completely out of the public culture is not
acceptable and that . . .
Susan Haack: . . . it's not an option.
Jerome Friedman: It's not an option for the future.
Michael Roth (Getty Research
Institute): I think my question follows on that point, but it's probably at a lower level, because
I think I'm less a fan of one culture than the other participants.
And I don't see any urgency for this dialogue in which humanists
would learn from scientists except in one key area, and that is
fundraising. [Laughter] Because, clearly, one of the things that drives both
basic research and applied science is an enormous capacity for scientists
to use the government for their own ends and to raise money
for research. And I think one of the driving concerns should be to
learn how scientists are able to convince otherwise rather sober
legislatures to support their views of history and research. I also wonder if
you could comment on the role of fundraising and popularization
for basic pure research.
Jerome Friedman: First of all, I find it unfortunately
surprising that you have no curiosity about how the world works. It seems
to me that humanists should have the same curiosity as anyone in
the human race about why certain things occur and to what extent
we understand themnot that you could understand these things in
the mathematical detail that the scientific discipline has, but many of
the ideas are really conceptual. You can understand these things from
a conceptual point of view, and it seems to me that that's part of
our culture. To say that we should not really be interested . . .
Michael Roth: I didn't say we shouldn't be interested . . . I
think to be a literate person, one wants to read as much as possible.
But that's just asking people to be good. I'm asking a question about
how science operates to ensure a continuation of its research
paradigms through the development of machinery that is very expensive,
and how that case gets made through the rhetoric of science.
Jerome Friedman: Okay. What one has to do is lobby. There's
no question about it. [Laughter] And the scientific community lobbies
continuously. They have to, because there is a very short memory
in Washington about such things. And I think it's very important
that the humanities community lobby, too, given the very paltry
contributions made to the National Endowment for the Humanities
and the National Endowment for the Arts. I find it disgraceful how
little is being spent each year for these two agencies. And I think one
has to organize in a grassroots way, to get one's membership to go
and see their representatives and their senators and tell them
how important it is in education and in society to provide better
support for the humanities and the arts. There is no substitute for that.
That's what has to be done. It's not easy, and it invariably takes more
time than you will ever imagine, and it's not always very successful.
But you just have to keep doing it. That's the lesson as far as I can see.
Susan Haack: I'm curious, Jerry, whether you would agree
with this thought. It seems to me that there was a time when a
scientist could get important results with equipment about as
sophisticated as, say, a candle or a piece of string.
Jerome Friedman: Yes.
Susan Haack: The problem is that having obtained those
results, you now need ever more sophisticated equipment to make ever
more recherché observations.
Jerome Friedman: That's correct.
Susan Haack: And the enterprise gets more expensive.
Jerome Friedman: That's correct.
Susan Haack: And it seems to me that what I do really isn't
quite like that, because all that I require is time and peace of mind.
Those are expensive commodities, but relative to what you require, they
are relatively economical.
Jerome Friedman: You are very fortunate in that respect, Susan.
[Laughter] What I mean is that in a certain sense, the
scientific enterprise is a victim of its own success, because as you learn more
the problems become deeper and more difficult to investigate, and
they become invariably more expensive. For example, there's a
principal in quantum mechanics which says that if you want to
measure something which is smaller, you have to obtain more energy.
It's built into quantum mechanics; you can't escape it. So if you want
to probe nature at the smallest dimensions you can, you must
produce more energy. And for every factor of ten by which you want
to decrease or increase your magnification, you pay a factor of ten
in energy. That can be very expensive. And that's the thing.
What happens is that at some point, there will be a real breakthrough
or someone will find a new way of producing high energies at a
lower cost. But until that occurs, you're on a certain curve that
becomes increasingly difficult. For example, when the scientific
community wanted to build a super collider, the project was killed because it
was deemed to be too expensive for the national program. (That was
part of the reason.) And the reason that that big machine was needed
was not because physicists like to play with bigger and bigger toys:
it's because they wanted to explore at smaller and smaller
dimensions. They wanted to see, for example, whether there was something
in quarkswhether quarks were the last building blocks of nature.
So, yes, there are many issues like that, and they require money, and
they are expensive.
Peter Galison: I think that if you look at some of these
questions historically, some of it is messy and difficult. Looking at why
English exists as a subject matter, you know there's a gender/historical
aspect to that, to the function of teaching literature to women in an
area where classical languages are considered to be a male dominion.
If you want to know why physicsthe political economy of
physicschanges after the involvement of physics in the Second World
War but not so much in the First World War, you need to look at
the details of how that evolved. I don't think that one can make
facile remarks about physicists simply "getting what they want": in
fact, physics and the university and the other disciplinesincluding the
humanitiesare implicated. It's a long, difficult discussion that
has an historical and political-economic side to it. So it's not
necessarily the case that even if one had the rhetorical skills of the high
energy physicists between 1947 and 1989 that one would get the same
sort of funding for other disciplines. Physics was situated differently
in a different historical epoch, with a different political economy.
Jerome Friedman: That's correct. There are historical
reasons why, for example, physics obtained funding very easily after
the Second World War. But those historical difference have
disappeared, and right now the physics community is obliged to go out and
seek funding for its projects.
Peter Galison: One of the things you can see that the
humanities and sciences have in common is that both have been
singularly unsuccessful at explaining what they do to an educated
public-unpersuasive. I think that it's not enough to point to Shakespeare
or point to a finished piece of technologyto somebody's
Walkman and say, "Therefore you should do X." It requires
something different.
Now, some disciplines have been more successful in getting
their demands met than either physics or the humanities: astronomy,
say. Astronomers are quite skilled at explaining why it's interesting to
do thatbetter than either humanists or scholars in the
physical sciences.
Jerome Friedman: Well, I think everyone who has gazed at the
sky understands why it's easier.
Peter Galison: But they've done a good job at it . . .
Jerome Friedman: . . . they've done a good job, and they are
also getting some fabulous new results, which have helped them
enormously. Still, for example, I think it's a shame that whenever
any school district needs to cut its budget it eliminates the arts
program first. And I think that's something the humanities and arts communities have to address locallyto make sure that arts programs
are maintained in local school systems. There is just no way of
escaping that kind of activity, and if you don't have arts programs in the
public schools, you lose a generation of people who understand little
about the arts and will have much less appreciation later in life.
Therefore, it's a self-generating area: it generates a public that will be
less receptive to funding for the humanities and the arts.
Billy E. Frye: Colleagues, I hate to cut in, but I must. We
are obviously just getting the discussion started and many of you,
like me, would like it to go on. However, time constraints force me
to invite [ACLS President] John D'Arms to the podium to
pronounce some form of benediction over us. [Laughter]
John H. D'Arms (American Council of Learned
Societies): No benedictions, only loud hosannas. On behalf of the ACLS, I want
to express warmest thanks to Jerry, Peter, and Susan; and also to
Billy Frye and Jim Gustafson: all of you have helped to clarify points
of connections between the sciences and the humanities, offering
us better ways to understand the fundamental differences and
similarities between and among them, and to move forward. It's been
a remarkably well-focused discussion, and I also compliment those
in the audience who asked such good questions.
On the last issue we've been discussing, increased federal
funding for the humanities and the arts, I agree with Peter Galison that
these communities need to be more persuasive in communicating what
we do to an educated public. We're certainly trying: the Chairmen of
the two National Endowments (for the Humanities and the Arts)
are working hard; John Hammer and his colleagues at the
National Humanities Alliance are making admirable efforts; and
through virtually all of the constituent societies of ACLS, organized
initiatives at "outreach" are either long-established or getting
underway. The challenge here is not so very different from the one that all
first-rate translators confront: seeking to do justice to their originals
(in this case, works of scholarship) while also rendering these
more generally accessible.
On the other hand, we can't forget that the human adventure
has always been as full of darkness as of light, and that much of
the strongest humanistic scholarship has always been
uncomfortably contrarian, as ready to be critical of social and cultural
arrangements as to be celebratory. The US Congress has been expressing
anxiety about this dilemma ever since their acrimonious debate in 1814
over whether to acquire Thomas Jefferson's magnificent library for
the federal government. Successful public outreach, in short, is
never going to be easily accomplished. But then, what really
worthy project ever is?
Notes
* The discussion is presented as transcribed and edited by ACLS
for publication. Participants are identified by affiliations at the time (May 1999). [Back to text.]