The Hubris of the Humanities
By NICHOLAS D. KRISTOF
The best argument against "intelligent design" has always been humanity itself. At a time when only 40 percent of Americans believe in evolution, and only 13 percent know what a molecule is, we're an argument at best for "mediocre design."
But put aside the evolution debate for a moment. It's only a symptom of something much deeper and more serious: a profound illiteracy about science and math as a whole.
One-fifth of Americans still believe that the Sun goes around the Earth, instead of the other way around. And only about half know that humans did not live at the same time as dinosaurs.
The problem isn't just inadequate science (and math) teaching in the schools, however. A larger problem is the arrogance of the liberal arts, the cultural snootiness of, of ... well, of people like me - and probably you.
What do I mean by that? In the U.S. and most of the Western world, it's considered barbaric in educated circles to be unfamiliar with Plato or Monet or Dickens, but quite natural to be oblivious of quarks and chi-squares. A century ago, Einstein published his first paper on relativity - making 1905 as important a milestone for world history as 1066 or 1789 - but relativity has yet to filter into the consciousness of otherwise educated people.
"The great edifice of modern physics goes up, and the majority of the cleverest people in the Western world have about as much insight into it as their neolithic ancestors would have had," C. P. Snow wrote in his classic essay, "The Two Cultures."
The counterargument is that we can always hire technicians in Bangalore, while it's Shakespeare and Goethe who teach us the values we need to harness science for humanity. There's something to that. If President Bush were about to attack Iraq all over again, he would be better off reading Sophocles - to appreciate the dangers of hubris - than studying the science of explosives.
But don't pin too much faith on the civilizing influence of a liberal education: the officers of the Third Reich were steeped in Kant and Goethe. And similar arguments were used in past centuries to assert that all a student needed was Greek, Latin and familiarity with the Bible - or, in China, to argue that all the elites needed were the Confucian classics.
Without some fluency in science and math, we'll simply be left behind in the same way that Ming Dynasty Chinese scholars were.
Read the whole thing . .
Nicholas Kristof Kristof Intelligent Design Science
