One in a hundred
Allan Bloom in his
famous book The Closing of the American Mind (1987),
drawing on Max Weber, calls the “fundamental issue” of our time “the relation
between reason, or science, and the human good.” I would say that in the
university today the most obvious issue, reflecting directly the fundamental
issue, is the relation between science and non-science. Let’s start from non-science
as the residue of what is not science. Personally, I am not a scientist; I am a
non-scientist; but what is that positively? This is the main question in
today’s university, and the main question for liberal education: What is
non-science? We see in the universities, among both faculties and students,
that, in answering that question, science is confident and non-science is
confused. That is the first impression, which I will try to make muddy by
showing that science is not so confident and non-science not so confused. But
let the confident party speak first.
The confidence of scientists arises from their knowing what they are doing
and from their ability to say what science is. Science is progressive and
exact. It is progressive in that it is always being revised, with new findings
replacing what was once held to be knowledge. To be sure, what is held to be
knowledge now will change, perhaps very soon. Is physics about atoms? No, today
it is about the distance between atoms. Strict science is today’s science;
there is no reason for scientists to study the past of their discipline, the
history of science. That field is part of non-science, the history department,
not of science. If Galileo were to return today, he would accept our science as
improved, as more exact. “Exact” means “leaves no room for doubt.” What is most
exact? Mathematics; so science today is mathematical. Galileo began modern
mathematical science, but science is not sentimental about its founders; like
everyone else at his time he got some things wrong, only less wrong than the
others of his day.
Social science and the humanities vie for the territory of non-science, the
former imitating science and always failing, the latter not imitating and not
knowing quite why. Both are excluded from science, the humanities officially
and social science by the unofficial rejection of true scientists. They are not
exact, not progressive. In the words of the once-famous Harvard “Red Book”: “Goethe does not
render Sophocles obsolete, nor does Descartes supersede Plato.” Today there
just might be agreement that these four authors are worth studying, but why?
Because they differ, and the differences are still worth studying. That means
that in the humanities, scholars accept unresolved doubts, whereas mathematical
scientists strive to resolve all doubt. Non-science is not progressive; we
cannot throw away old ideas. The Federalist and
Tocqueville’s Democracy in America are still
the best books on American politics, though of course in need of intelligent
updating.
Science students do well in non-science courses, but non-science students
have difficulty in science courses. Slaves of exactness find it easier to
adjust to the inexact, though they may be disdainful of it, than do those who
think in the realm of the inexact when confronted with the exact. Non-science
students usually need less demanding courses in which to satisfy their science
requirements; science students in non-science, however, suffer mainly from
their sense of superiority. Are science students smarter? Maybe so, but at
least they are good at mathematics, which is the big difference between science
and non-science. Social science tries to be progressive and exact but fails in
both; it cannot predict: witness the spectacular failure of economics to
predict the financial crisis of 2008.