Science Today:

A One-hour Radio Broadcast, Modeled on the Justice Talking Format

 

Topic:

Arts or Sciences? What is the Best Emphasis for Higher Education in the 21st Century?

 

 

Assignment Rationale

 

1.      First, this assignment is designed to help you learn about the “two cultures” debate that began in the 19th century, not long after William Whewell first coined the term “scientist,” and became very heated in the 1960s as C.P. Snow and F.R. Leavis argued over the best course for higher education in British culture. This assignment, which involves a one-hour radio program format, requires engagement from each member of the class, and will collectively reveal more about the two cultures debate than I could possibly do in a lecture or two.

2.      Second, the two cultures debate is foundational to our semester-long exploration of public science. The debate confronts the relationship of science to the larger culture and calls upon institutions of higher education to establish a curriculum that will serve the needs of graduates both as disciplinary experts and as citizens.

3.      Third, many of the conflicts that arise from the two cultures debate remain central to the scholarly study of public science writing today—the authority of experts in relation to the autonomy and freedom of individuals; the power differential between developed and developing countries; national pride and international competition; the relationship between material explanations of the natural world and spiritual or supernatural experiences within that world; competition between aesthetic and utilitarian values; consumer and conservation values; social class and economic opportunity; workforce and liberal education agendas; ethics, objectivity, and disinterested judgment; disciplinary specialization and a common language; science boosters and science critics. (A broad survey, but perhaps not an exhaustive list.) 

4.      Fourth, while the format allows for agonistic or adversarial debate between opposing advocates, it goes much further in contextualizing the debate. For this reason, it is more likely to result in civil discourse and avoid stereotyped viewpoints. In addition to the debate, the format places the issue in historical and local context, listens to disinterested scholars, includes the voice of the people, and reaches out to visual dimensions. Whether or not you favor a more literary or scientific emphasis in higher education, I would expect you to emerge with a more subtle and complex understanding of the two cultures debate instead of an either-or perspective. Ultimately, I hope you develop an informed opinion about the best way to communicate science within the public domain and the role that educational institutions might play. 

Available Roles for the Radio Program

 

1.      Overview (5 min. audio essay)—Historical account of the two cultures debate. This overview establishes kairos and provides historical perspective. It also frames the issue and establishes a sense of stasis. Our text offers an excellent introduction to the historical debate and supplies more information than you will likely need for this segment. In addition, you will find a bibliography for further reading below. (Possibility: include music).

2.      Visual Representation (5 min. viewing/listening)—This option is fairly open. You could create a Two Cultures advertisement or media campaign, a graphic collage, slide show, or series of screen captures. We would place this in the beginning of the show to do much of what the opening piece does. The visual piece would provide a summary or overview of the division between or integration of the two cultures, in historical or contemporary context, or both. It could work even better if all class members would send images and music to those doing the visual piece. (Possibility: include music).

3.      Interview with a Disinterested Expert (edited to 10 min.)—This interview can offer an academic perspective that doesn’t advocate for either emphasis in higher education—science or liberal arts. Suggestion—the Dean of the College of Arts and Sciences, James Liszka, (a professor of philosophy and member of the complexity systems group), should have a view that bridges the range of science and humanities disciplines. You could also contact the assistant or associate deans of CAS. I would recommend asking questions about the role of general education on our campus as well as questions about the role of the university in preparing students for both work and citizenship. In other words, what does this person think that all university graduates should learn or know when it comes to the sciences and the liberal arts. (Possibility: include music).

4.      Current Event Report (5 min. audio essay)—A particular event relevant to the historical debate. We know that this debate has been going on since the time that both science and higher education became institutionalized. However, listeners of our program may not know why the debate is relevant today. Therefore, this section should highlight a current event that makes it relevant somehow. Suggestion—UAA is dedicating ground for a new integrated science building and just finished construction on the new ANSEP building. Meanwhile, where do the humanities stand on this campus? Sounds like a good scoop to me. (Possibility: include music).

5.      Interactive Timeline. See the interactive timeline on energy and the environment issues for an example of what I mean here: http://www.justicelearning.org/viewissue.asp?issueID=10#

6.      Debate Moderator. This person will introduce the show, provide transitions between pieces, ask questions (3) and moderate the debate so that you guys don’t start arm-wrestling or something.  This person can serve as back-up editor for transitions.

7.      Debate on the Issue (25 minutes)—Opposing viewpoints between individuals who advocate for a particular position. The question that leads to the debate is this, “Should institutions of higher education (generally or UAA specifically) emphasize a science-based education for its students? Should all students be required to take courses in the humanities and fine arts, even if they plan to pursue a science-based career? The moderator will add further questions for the debate and inform advocates in advance. Advocates will have 5 minutes each to state their case initially. They will then have the opportunity to respond to three different questions from the moderator, with a time limit of 2 minute responses to the question.

8.      Citizen Commentary (5 minute audio essays or interviews)—the voice of the people on the street. Ideally, the citizen commentaries would represent one science-oriented person and one liberal arts-oriented person. We don’t want to force the perspective so that it emerges as a stereotype, but it could be a good idea to hear from someone who works in a more arts-based occupation as well as someone who works in a more science-based occupation, and they could also comment on the relationship between their professional identity and citizen identity when it comes to arts or sciences advocacy. These pieces could be completed as interviews or as audio essays. Class members could serve as commentators themselves or seek out that perspective from the general public. (Possibility: include music).

9.      Editor. I would like to turn this whole project into a CD for the entire class. If someone wants to assist me in editing the pieces, that would fulfill the requirements of the assignment. This person will help with editing (so that everyone sounds smart), organization, finding support materials, and selecting a closing quotation.

 

 

Recommended Model Episodes of Justice Talking

 

§         Wind Power—The Wave of the Future? http://www.justicetalking.org/viewprogram.asp?progID=561

§         From Condors to Big-Horned Sheep Does the Endangered Species Act Work? http://www.justicetalking.org/viewprogram.asp?progID=562

§         Collecting DNA from the Accused Will it Help or Hurt Law Enforcement? http://www.justicetalking.org/viewprogram.asp?progID=558

§         Will Drug Testing of Student Athletes Prevent Drug Abuse? http://www.justicetalking.org/viewprogram.asp?progID=564

§         A New Read on Vocational Education http://www.justicetalking.org/viewprogram.asp?progID=513

Two Cultures Bibliography

 

Stephen Toulmin,1990. Cosmopolis: the hidden agenda of modernity. (University of Chicago Press), chapter 1.

Robert M Young, 1985. Darwin’s Metaphor: nature’s place in Victorian culture. (Cambridge University Press), chapter 5.

William Paley, 1811. Natural theology; or, evidences of the existence of attributes of the Deity: collected from the appearances of nature. (13th ed. London : Printed for J. Faulder, Longman, Hurst, Rees, Orme, and Brown , London).

T.H. Huxley, 1880. Science and Culture, in Science and Education. (MacMilland Co., London), 134-159.

Matthew Arnold, 1882. Literature and Science, in Philistinismin England and America. (Ed. R.H. Super.) (University of Michigan Press).

Richard Yeo, 1993. Defining Science: William Whewell, natural knowledge and public debate in early Victorian Britain. (Cambridge University Press), 28-28.

Jonathan Topham, 2004. Science, Natural Theology, and the Practice of Christian Piety in Early-Nineteenth Century Religious Magazines, in Science Serialized: representations of the sciences in nineteenth-century periodicals. (Eds. Geoffrey Cantor and Sally Shuttleworth.) (MIT Press, Cambridge, Mass.).

F.R. Leavis, 1962. The Significance of C.P. Snow. The Spectator March 9, 297-303.

Lionel Trilling, 1966. The Leavis-Snow controversy, in Beyond Culture: essays on Literature and Learning. (Secker and Warburg, New York), 145-177.

 

Available Roles for the Radio Program—Sign-up Sheet

 

 

Roles

(number of people)

Name

Name

Overview (2)

 

 

Tesfa Subani

Shayla Compton

Visual Representation (2)

 

 

Liena Murdoch

Tammy Clover

Interview with Disinterested Expert (2)

 

Phillip Stephens

Sephora Jones

Current Event Report (2)

 

 

Joan Tovsen

Derek Charles

Debate Moderator (1)

 

 

R.P. Amundson

 

Debate on the Issue (2)

  • Arts advocate
  • Science advocate

 

 

Sarah Reynolds

 

Lisa Maloney

Citizen Commentary (2)

 

 

 

Lynei Holder

 

August Knutsen

Editor (1)

 

 

Rachel Steer

 

Interactive Timeline (2)

(optional after all other slots have been filled)

 

Erik Williamson

 

Rachel Hoover

 

Note:

The Date this will air in class is listed on the syllabus. Aside from the debate itself, much of the program can be taped and played in advance. We can also do it live in class and then edit the tapes after the fact. Radio gives us the chance to sound smart even if we do it live in the first place. And audio is much easier to edit than video.