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For some students, leaving Harvard—sometimes with a check in hand—will be like getting a divorce settlement, but I will always carry this place with me, even if I don’t think of it consciously. Like the bride being carried among the fields...

Author: By Alina Voronov | Title: Feet Pointed Upward | 5/26/2010 | See Source »

What does it mean for science to be an integral part of a liberal-arts education? How does understanding science productively complement the ability to read Shakespeare closely or to dissect a painter’s artistic intent? Part of the answer rests on the intellectual value of tackling a...

Author: By Robert A. Lue | Title: Science and the Liberal Arts | 5/26/2010 | See Source »

It is the teaching of science to a freshman audience that is particularly fulfilling and at the same time challenging—partly because my colleagues and I don’t subscribe to the long-standing notion that one should teach one kind of science to future science concentrators...

Author: By Robert A. Lue | Title: Science and the Liberal Arts | 5/26/2010 | See Source »

Although interdisciplinary thinking can drive productive and broad discourse between, say, the sciences and the humanities, what of the insights gained at the interface of different fields within the domain of the natural sciences? The mining of such productive friction is a hallmark of science today. Cell biologists collaborate with...

Author: By Robert A. Lue | Title: Science and the Liberal Arts | 5/26/2010 | See Source »

Introducing undergraduates to an interdisciplinary perspective on science is often positioned as antagonistic to delving deeply into the concepts and methods of individual fields, which perhaps explains why the latter so often precedes the former in traditional curricula. This antagonism is a fallacy, and  is one that threatens to...

Author: By Robert A. Lue | Title: Science and the Liberal Arts | 5/26/2010 | See Source »

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