by As we discussed in class, C.P. Snow’s The Two Cultures provides an intriguing but limited glimpse into the world of academic thought. In his book, Snow outlines the categories of science and humanities as the two major modes of intellectual operation. While Snow’s assessment could be seen as correct in broad terms, it is perhaps more plausible that a variety of different “cultures” govern our world, or at least more than two. Putting aside the numbers, however, I would argue that – provided there is mutual collaboration – distinctions between academic cultures are what drive societal progress.
On the most basic level, the existence of multiple cultures allows for societal progress to be made through the division of labor. Just as the development of society allowed early humans to gradually become masters of specific crafts, separations between the education and employment of science-minded and humanities-minded individuals allow those who excel in each topic to devote time to their field and to be surrounded by tools for their success. For example, imagine taking an interesting class with a professor who is passionate about the content they teach and classmates who are fascinated by the material – you would likely have a much better time than if you were forced to take a class in a subject you hated with a disinterested professor and bored classmates, and you would almost certainly emerge with a higher understanding of the content. Following Snow’s idea of two cultures, the result would be more talented scientists and more informed thinkers from the humanities. Given that there are arguably more than two of these so-called cultures in existence, humans have been benefitting from an even more specialized intellectual divide for millennia.
Furthermore, the existence of distinct academic cultures does not preclude individuals from drawing upon the knowledge or expertise of multiple cultures. One need not look further than our own time studying at Colby to see daily examples of cross-cultural collaboration, as our school’s emphasis on the liberal arts encourages students to reach outside their comfort zones and become adept in a variety of different skills. Perhaps the academic cultural divide is more prevalent among serious scholars and lifelong academics, while students today tend to dip from the knowledge of science and humanities alike.
Of course, this is not to discount the fact that too deep a division between these cultures can be harmful. While a healthy amount of pride in one’s field is not a bad thing, rivalry and refusal to cooperate can stagnate societal progress. As we discussed in class, many science and humanities specialists tend to hold slightly more positive associations with their own respective areas of study, while sometimes viewing those of other cultures in a negative light. Still, I see schools like Colby and courses like our current STS class as a great step in acknowledging that it takes many academic mindsets to bring knowledge, innovation, and development to our world. I still believe that the different cultures should be cultivated and encouraged, so long as students are taught from a young age to combine their gifts in the pursuit of common goals.