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    block this user Kelli Barr

    Student, Ph.D. Level

    Department of Philosophy and Religion Studies, University of North Texas, Denton, TX

    Beyond the Great Divide: Toward a Rapprochement of Science and the Humanities

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    A common observation in higher education today is the relative isolation of the disciplines associated with the sciences from disciplines in the humanities. In many instances, they occupy entirely different sections of campuses. Even in a small college such as Eckerd, the separation, sometimes physical but almost always intellectual, between professors and students alike belonging to the different fields is palpable. But this rift is not a new one; indeed, it has been a point of discussion since science rose to the forefront as an intellectual and social occupation many decades ago. The subsequent supremacy of scientific knowledge in our society has spurned an unwarranted judgment of the utility of the humanities in spite of its former glory as a field of desirable intellectual pursuits. I argue that the lack of sufficient emphasis in education on the theoretical goals and philosophical framework of both disciplines is a result of this sociological movement toward a precise account of humanity and the world. The reality of 21st century American higher education and our general education system is that the primacy of scientific, epistemological knowledge is at its peak; the movement toward analytics has influenced every discipline. If this is to be remedied in any way, it can only be from an interdisciplinary approach, one that accentuates the common aims of science and the humanities: to orient ourselves in the world in terms of where we are in relation to other things and what kind of place we are in. Though the fields ask fundamentally different kinds of orientation questions about the world, the vital importance of both to the welfare of humankind cannot be denied.

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    Title : Beyond the Great Divide: Toward a Rapprochement of Science and the Humanities
    Author(s) : Kelli Barr
    Abstract : A common observation in higher education today is the relative isolation of the disciplines associated with the sciences from disciplines in the humanities. In many instances, they occupy entirely different sections of campuses. Even in a small college such as Eckerd, the separation, sometimes physical but almost always intellectual, between professors and students alike belonging to the different fields is palpable. But this rift is not a new one; indeed, it has been a point of discussion since science rose to the forefront as an intellectual and social occupation many decades ago. The subsequent supremacy of scientific knowledge in our society has spurned an unwarranted judgment of the utility of the humanities in spite of its former glory as a field of desirable intellectual pursuits. I argue that the lack of sufficient emphasis in education on the theoretical goals and philosophical framework of both disciplines is a result of this sociological movement toward a precise account of humanity and the world. The reality of 21st century American higher education and our general education system is that the primacy of scientific, epistemological knowledge is at its peak; the movement toward analytics has influenced every discipline. If this is to be remedied in any way, it can only be from an interdisciplinary approach, one that accentuates the common aims of science and the humanities: to orient ourselves in the world in terms of where we are in relation to other things and what kind of place we are in. Though the fields ask fundamentally different kinds of orientation questions about the world, the vital importance of both to the welfare of humankind cannot be denied.
    Keywords : Philosophy of Science

    Subject : unspecified
    Area : Philosophy
    Language : English
    Year : 2010

    Affiliations
    University : Eckerd College
    Publisher : Eckerd College Ford Scholars Program
    Attribution Non-Commercial Share Alike

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    Kelli's Peer Evaluation activity

    Downloads 2552
    Views 11
    Full text requests 1
    Collected by 1
    • Kelli Barr, Student, Ph.D. Level, Department of Philosophy and Religion Studies, University of North Texas, Denton, TX.
    Followed by 2
    • Aalam Wassef, Publisher, Founder of Peer Evaluation, Galerie Conradi.
    • Mahendra Kumar Trivedi, Independent researcher, Las Vegas Naveda, Trivedi Global Inc., Trivedi Science Research Laboratory Pvt. Ltd.
    Following... 7
    • J. Britt Holbrook, Other, Center for the Study of Interdisciplinarity, University of North Texas, School of Public Policy, Georgia Institute of Technology, Philosophy of/as Interdisciplinarity Network, Public Philosophy Network.
    • Robert Frodeman, Professor, Philosophy and Religion Studies, University of North Texas, Denton.
    • Adam Briggle, Professor, Assistant Professor, Department of Philosophy and Religion Studies, University of North Texas.
    • Heather Piwowar, Post Doctorate, DataONE at NESCent, Dryad data repository, University of British Columbia.
    • Jason Priem, Student, Ph.D. Level, University of North Carolina at Chapel Hill.
    • Gloria Origgi, Research Fellow, CNRS, Institut Nicod, Ecole Normale Supérieure, Ecole des Hautes Etudes, Paris.
    • Cameron Neylon, Senior Principal Research Fellow, STFC.

    Kelli has...

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    • Kelli Barr, Student, Ph.D. Level, Department of Philosophy and Religion Studies, University of North Texas, Denton, TX.
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