Aaron Hanlon began his origins talk on buildings – architecture, layout, categorization, and compartmentalization. From displaying pictures of Miller, to breaking down many of the individual buildings surrounding campus and their functions, Hanlon focused on the physical divide that separates the various majors and disciplines of study at Colby. Though seemingly merely physical spaces in which we learn and study, this divide is one that extends beyond merely creating physical barriers between innovation, but rather creative barriers preventing intersectional growth and progression. Last semester, in the Revolutions seminar, we discussed the value in monuments, and their relevance in establishing value and meaning. Monuments, like the buildings in which we learn and teach, are reflective of our unique approaches, perspective, histories, and even beliefs. If claiming this to be true, it is impossible to look at Mudd (Physics building), Davis (CS/Psych Building), Olin (Bio/Chem Building), and note the inherent limitations we have placed on ourselves through mere physical establishments.

 

These limitations exist not only in the classes that we are enrolled in throughout the various spaces, but those we are surrounded by and learn with, the teachers we are learning from, the events we are experiencing, and the overarching room for possibility that may (or may not) exist. Having had many of the same classes with a large number of the same students, I have felt limited in the peers with whom I’ve worked collaboratively with over the last several years. While it has been great to develop deeper relationships with a more intimate group, I also feel great hesitation in this as a liberal arts student, and even more specifically as an STS major. As a major so heavily ingrained in intersectionality and unexpected collaboration, STS embraces the intention of liberal arts. However when confined by solely the physical spaces that we learn in, we are effectively countering the value in a liberal arts education, reducing the number of minds, ideas, and innovations that can be produced together. While there is no clear solution to this problem, as placing a science classroom next to a humanities classroom doesn’t solve the issue, it is certainly a point to note as being vital to the liberal arts experience.