C. P. Snow, twentieth century British physicist and novelist, famously described intellectual enterprise as divided into two cultures—the literary and the scientific—with a great gap of mutual ignorance and indifference separating them. Since Snow’s observation, the fissure within the house of intellect appears to have grown even wider. In this 21st century technological universe, undergraduate students housed within STEM colleges often fail to understand the relationships among their scientific engagements, career preparation, and college curriculum prerequisites and electives that involve the study of the humanities. Disavowing the Western metaphysical binary system that has produced hierarchical aims both within and without college level humanities, I propose a revisionist English curriculum framework that makes English studies more relevant to current pedagogical trends in cross-disciplinary praxis. More specifically, I address the transformative trends and demands of undergraduate students as they seek placement in STEM-related internships and careers. Empirical data shows that courses such as Literature of Science and Composition for STEM majors are sustained, successful interventions in bridging the gap between the sciences and the humanities. Essentially, these interdisciplinary course interventions ask STEM students to consider what literary writings teach us about scientific thought and vice versa, and how two disciplines so frequently opposed to each other may be fruitfully juxtaposed.
|Keywords:||Humanities, STEM, Western Metaphysics, Scientists, Literature, Interdisciplinary, English|
Assistant Professor of English and STEM Liaison, Department of Languages and Literature, College of Arts and Letters, Johnson C. Smith University, Charlotte, North Carolina, USA
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