Here’s the simple test to tell if scientists are exaggerating wildly. Let’s call it: “The Principle of Comparative Difficulty.”
Knowing who you are, where you came from, is a central purpose of education, and frankly not only in the humanities but in biology.
Something that makes compositions great is the fact that abstract musical notation can somehow express a personality with its idiosyncrasies.
There are several good news stories on the recent development in the federal court case in which Yoko Ono seeks to prevent further distribution of Expelled: No Intelligence Allowed, the Ben Stein film. And then there is this one from ars technica: Notice the way the writer feels obliged to abuse free speech–by misrepresenting intelligent design–even as he defends it. Read more here at Discovery Blog.
There is an interesting new education project under construction at Binghamton University. According to The New York Times: Yet a few scholars of thick dermis and pep-rally vigor believe that the cultural chasm can be bridged and the sciences and the humanities united into a powerful new discipline that would apply the strengths of both mindsets, the quantitative and qualitative, to a wide array of problems. Now, we’re all for combining the sciences with the humanities. Clearly we should be developing well-rounded students. But what I fear is