‘Theologians And Other Fuzzy People’ Two 20th-Century Dutch Novelists On The Sciences And Humanities

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For better or worse, Dutch 20th-century postwar literature comes with a canon of three authors: Gerard Reve, Harry Mulisch, and W.F. Hermans. There, you learned something today. Other than this factoid, however, this post is not going to be a lecture about the landscape of Dutch literature, or even the literary qualities of these authors. I am introducing them because I am going to use two of them, and one in particular, to illustrate a point about discourse involving the landscape of science – that is, the distinction between the sciences and humanities.

The notion of a separation between the sciences and humanities usually revolves (again, for better or worse) around C.P. Snow’s famous Rede lecture. In this lecture, Snow tentatively suggests that what he calls the ‘scientific culture’ is probably more left-wing than the ‘literary culture’, as well as more progressive (scientists “have the future in their bones”). In his time, he saw his technocratic ideals represented best by the Labour party, to which he served as scientific advisor. In the 1970s, however, Snow (as chronicled by historian Guy Ortolano)[1] would drift away from the Labour party, and express himself in increasingly negative terms about all the nonsense one had to put up with as a liberal these days. Before his death in 1980, he expressed his sympathy for neo-conservative ideas.

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‘A Condition for Survival’

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“For many years now a division has been established in our universities between the sciences and the humanities. This division is probably more absolute now than it has ever been before.” Thus complains, in 1946, the British Marxist scientist John Desmond Bernal.

It is a worry that seems to anticipate C.P. Snow’s later famous cri de coeur about the ‘two cultures’. Indeed, the two scientists knew and respected each other; Snow called Bernal “quite obviously and with no fuss about it, a great man”. More interesting than the question of priority, however, is the question why Bernal made this observation when he did, and with this sense of urgency.

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“Oh, the humanities!”

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The Big Bang Theory has been one of the most successful sitcoms in TV history. Last month it ended. In many ways, it ended a long way from where it had begun; many commentators have noticed how the show has evolved together with cultural norms in the past decade. Its first seasons milked gender-stereotypes to a toe-wrenching extent; later, the main cast included more women, and generally changed its tone on gender and science – even making it a theme in several episodes.

Still, a sitcom like BBT needs its stereotypes, and BBT’s idea of geek culture did remain stereotypical; if not on the level of gender, then in other ways that I want to explore here.

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That Time Petrarch Yelled At A Doctor For Dozens Of Pages

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I don’t know how much you know about Petrarch. My guess is that you know him as a poet, primarily for his sonnets. Maybe you associate him with early Italian humanism and its reinvigorated dedication to the wisdom of classical Antiquity. Or perhaps you think of him as someone who expressed transcendental truths about the soul and its searching and wandering nature.

All of this may be true. As of recently, however, I can’t help but think of him as that guy who spent dozens of pages (more than 80, in a modern printed edition) yelling at a physician.

Or yelling at all physicians, possibly. Petrarch is slightly abstruse about the extent to which he seeks to put down physicians in general, or some subclass of physicians, or this singularly annoying physician in particular.

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Why Teach Math? Two Voices From The 1920s

New 3QD-column: Tatiana Ehrenfest-Afanassjewa and Eduard Jan Dijksterhuis on intuition and abstract thought in math class.

“Am I ever going to use this later?” As a math teacher, I seem to be getting this question about once a month (which is actually less frequently than I would have predicted). It is asked with varying degrees of openness to the idea that a satisfying reply is even conceivable, but almost invariably by students who are probably justified in believing that their tertiary education or future career is going to involve preciously few linear equations indeed.

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Math as an Art Paul Lockhart’s Mathematician’s Lament

Paul Lockhart starts his “Mathematician’s Lament” (later expanded into a book under the same title, but I’ll be discussing the shorter article here) by comparing math class to a misshapen music or art class. Suppose that in music class, enjoying actual music is supposed to be too advanced for children, so they are made to start with memorizing the circle of fifths and pointing the stems of quarter-notes the right way; or suppose that in art class, painting is postponed until after preparatory “Paint-by-Numbers” classes. This, Lockhart suggests, is how math class works; it stifles creativity and natural curiosity and therefore goes against the spirit of mathematics.

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Lof van het gedisciplineerde denken

Ger Groot schreef deze week in Trouw een opiniestuk naar aanleiding van een eerder artikel in Trouw (6 april, p. 7 van de Verdieping) van Hanne Obbink over de profielkeuze van middelbare scholieren.

Kort gezegd sluit die profielkeuze steeds meer aan bij het stereotype dat C&M een profiel is voor losers dat ook daadwerkelijk studiemogelijkheden afsluit, en is N&T het profiel dat je doet als je slim bent en dat alle deuren opent – inclusief talen en cultuurstudies, die beter lijken aan te sluiten bij C&M. Dat leidt ertoe dat leerlingen steeds vaker de N-profielen kiezen als het maar even kan.

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Fareed Zakaria: Lof van de vrije studie

Toen Fareed Zakaria als tiener nog in India woonde, moest hij net als iedereen kiezen tussen drie richtingen: “science, commerce, or the humanities. […] In those days, the choices were obvious. The smart kids would go into science, the rich kids would do commerce, and the girls would take the humanities.” (22)

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Wetenschap is ook cultuur! Over Willem Otterspeers 'Weg met de wetenschap'

Willem Otterspeer houdt zich, evenals de schrijver wiens leven en werk hij onlangs beschreef, nu bezig met polemiseren over wetenschap en onderwijs. Daarbij maakt hij, eveneens net als W.F. Hermans, direct gebruik van een scherpe geesteswetenschappen-natuurwetenschappenscheiding. Ook weer net als Hermans ziet hij een radicaal conflict, maar hij trekt de tegenovergestelde conclusie: weg met de wetenschap! Waarbij wetenschap dus staat voor natuurwetenschap. “Doorgaans ben ik erg voor een consensusmodel”, zegt Otterspeer, “maar ik vind dat het tijd is voor een gevecht tussen de faculteiten. In dit geval is botsing de enige manier.”

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