Part 1: As an Interdisciplinary Studies in the Humanities major, trying to explain what the Humanities is, or why it’s beneficial is something I have to do almost on a daily basis. When defining the Humanities to someone outside of the discipline, I often rely heavily on the idea that the Humanities creates a well rounded, balanced individual. An education in the Humanities produces someone who is able to think critically and be open to the gray areas of life. History allows one to draw on events that have produced the way in which we live today, while also providing a framework and understanding of societal hierarchy and norms. English produces a stronger reader and writer, building communication skills that sometimes get overlooked in the heavy sciences. Philosophy intensifies the way a person thinks and views the world, enhancing one’s critiquing skills and shaping their approach to problems. In During’s article, he argues similarly to myself.
Despite the humanities’ variety and dispersion, they accrue a power that is hard to extinguish just because they provide fertile ground for historicized reasoning, truthfulness, memory, conservation, imagination, and judgment. Being able to think logically (and dialectically); knowing more than others about the past; being good at checking things for their truth and accuracy; having a strong casuistical sense of what rules count when; being especially familiar with information and archives; being able to dream up possibilities and exciting impossibilities; being intellectually curious; being able to make quick and accurate assessments about whether this (version of an) image or a text is better in a relevant way than that one; having the ability to tell persuasive and accurate stories: All of these are dispositions and skills that secure authority and power for individuals in all kinds of situations. Such skills are not confined to the humanities, but they do thrive and expand there.
During, para 15
With the heavy sciences, such as Biology and Chemistry, thinks tend to be black and white. Most situations have a designated response or expected outcome that you wouldn’t necessarily see in the Humanities. Let’s say a Biology professor asks the question, “what is the main driving force of evolution?” the answer is natural selection. However, when a philosopher asks, “what does it mean to be happy?” there is no distinct answer. These are two very basic examples, but they work to prove my point. I love the sciences and I am not in any way trying to discredit them. However, I do think the idea of critical thinking and questioning really flourishes in the Humanities in a way that is hindered in the Sciences.
Part 2: *** I am a little confused by this prompt but going to try it anyways*** Harris, in his text, explains the act of writing about and/or talking about another person’s work in a way that allows it to be your own. Often, people are confused and concerned about how to respond to a piece that allows for something new and meaningful to be said without restating everything the original author has already said. He offers advice on how to support or refute the ideas one is responding to effectively while also introducing the idea of what he calls a “project”. He uses the term “project” to assign practices that allow one to grow and practice the skills required for rewriting, without assigning a long essay prompt (Harris 9). These projects range from summarizing the main purpose, to refuting and making connections, to finding quotes and meaning. In doing these projects, you are able to practice the steps he considers essential for the act of rewriting. Further, Harris explains the process of rewriting as “… not simply re-presenting a text but incorporating it into your own project as a writer … to explain what you think it means but to say something about the perspective from which you are reading it” (16). For me, this is where it can get a bit confusing. Harris is trying to emphasize the importance of rewriting while also ensuring you don’t lose your own argument or voice along the way. This is something I often find myself struggling with as a writer and I’m hoping that the use of Harris’ projects will help me improve upon this.
