Hum3

Applied Humanities

Research Two Works Evidence and the Humanities 3 Module Three: Examining the Humanities / Page 3.1.2 Evidence and the Humanities On this page: 0 of 3 attempted (0%) | 0 of 2 correct (0%) Objective: Understand the role of evidence in the humanities and how it can be used to support your judgments.

Who’s to say what a painting means? Isn’t beauty in the eye of the beholder, and therefore every judgment about the quality or character of a work entirely subjective? Questions like these highlight the differences between the sciences and the humanities.

For scientific thinking, evidence must be objective and precisely described, such as the weight of one cubic gram of water. Thinking in the humanities, on the other hand, aims to study human experiences that cannot be measured with instruments. Themes like honor, love, courage, beauty, revenge, spite, shame, pride, peace, and so on have no metric value. We can use measures of frequency to describe the harmonies in an F- major chord, but there is no precise way to measure or describe the distinct feeling of a blues progression using the I, IV, and V chords of a key. There is no way to explain why major chords seem happy to us, while minor chords seem sad. In the humanities, unlike in science, we can’t use objective evidence to support claims.

So if we don’t have objective measures, and if judgment requires feeling, doesn’t that mean everything in the humanities is just a matter of opinion? No, it does not—and understanding this gets at the heart of why studying the humanities is important.

Experiencing a work of art, or reflecting on any other human experience, requires some important qualities:

self-awareness (What are you feeling and why?) judgment (Are all the ideas that come to mind about this work equally viable?) empathy (Why was this written, composed, or painted? What was the creator working through?)

Understanding art or the human experience also requires us to discuss with others. This process is beneficial because, as we speak or write, we learn more about what we think. Having to articulate our feelings helps us uncover gaps in our thinking and better understand why we think the way we do. And when we hear others speak, or read what they write, their ideas broaden our thinking and validate our own experiences. This exchange of words—which is essentially the enterprise of scholarship—is how we

increase our self-awareness, sharpen our judgment, and improve our ability to empathize.

Multiple-Choice Question

Which of the following considerations of a meal seems MOST like it belongs in the humanities?

What is it about this particular combination of foods that is so delightful? Where were the ingredients for this meal sourced? Is this meal gluten-free? What is the caloric content of this meal?

Okay, some of you may still be skeptical about the value of the humanities. Let’s consider that quality of good judgment, and some situations in which people need it. Think about judges, those people who sit in courts, wearing robes, and determine how justice is best administered. Why do we need judges? Isn’t justice a simple matter of proving whether the defendant broke the law? Well, if it were, we wouldn’t need human judges. The presence of the judge suggests that there are more questions involved than “Did this person break the law?” These questions include: What do we know and how do we know it? Are there extenuating circumstances? Did the prosecution gather evidence in a reasonable way, or in an unfair way? Is the defense presenting a plausible argument, or grasping at straws? Do the stories we’re hearing in the courtroom reflect what we know about human behavior, or do they sound far-fetched, possibly made up to excuse otherwise inexcusable behavior? And if we’re leaning toward conviction, can we say with a clear conscience that we are confident beyond any reasonable doubt? Clearly, court proceedings are dripping with humanity.

Imagine you’re summoned for jury duty. While serving on the jury, you will be called upon to reflect on human behavior, empathize with both the prosecution and the defense, and consider the validity of directly conflicting arguments about the human experience—why people do things, what’s plausible, what’s excusable, and what is unjust or selfish. Whether you’re versed in these skills or not, you’ll be using them to determine the fate of both the accused and the accuser. This highly human drama is one reason why so many stories, movies, and television shows center on the courtroom.

But you don’t have to be in a high-drama situation to be thinking about humans. You might just want to leave a note where your roommate will see it. Where will it not be missed? Where will your roommate definitely look? How can you make the note stand

out from its surroundings? When you make decisions like this, you’re using judgment. And you instinctually recognize that, while there is no scientific measure for “can’t miss it,” not all options for placing the note are equal—some really are better than others.

Having eaten food, you know that some meals are better than others. If you have listened to a radio, you know that some songs are better than others. And while it makes me cringe to think about it, you also know that some written introductions to the humanities are better than others. So how can we tell that one meal, song, or explanation is better than others? That is an enduring question of the humanities—one that will, indirectly, be present in much of what you write for your project.

Multiple-Choice Question

Which of the following claims BEST aligns with the perspective presented above about the humanities?

Each person has musical preferences, but it’s useless to discuss them. If there is no objective measure, there can be no rational discussion. Some songs are better than others, but there is no best song. Experts can tell which songs are best, and the rest of us are fools.

So are you totally on your own as you try to interpret a work of art and identify which themes exist (and which you’re just projecting)? Not at all! This is why scholarship exists—so you can participate in a broader conversation. Writing about art begins with careful observing, reading, or listening, and virtually all academic work is written by people with a lot of experience doing exactly that. As well-informed people consider what a painting, poem, or aria expresses and how it moves people, they offer arguments for what is going on. You don’t have to believe them, just as you don’t have to believe the seemingly scientific claims of a health-supplement salesperson. When you consider their arguments, you should act as a judge. Do their claims seem plausible? Does your experience agree with theirs? Are they changing your perspective by offering new insights that you can agree with? Think about the discussions offered in this course about the works you have viewed, read, or listened to. Were any of those insights helpful? Did they seem true?

Of course, just because someone says something doesn’t mean it’s true. But if several reliable sources say one thing about a work and you think the opposite, you should carefully consider their perspective. Similarly, if you have original insights that seem

brilliant to you but can’t be supported with any sources, you may need to rethink your own perspective.

As you develop your course project, you will craft a thesis statement that conveys a debatable claim. You’ll want to use the insights and conclusions of others to validate your perspective and prove that your claim is reasonable. Just as you would typically pay more attention to something being stated by three people than by one, your readers will pay more attention to your argument when you quote others who agree with you.

Your research will help you in two different ways:

1. Your resources are initially your teachers. They inform your understanding of the cultural artifact, validate some of your thoughts and challenge others, and suggest still other thoughts that haven’t yet occurred to you. At this researching stage, you should be very open to learning more and having your opinions shaped by your resources. Research is a kind of dialogue, enabling you to “converse” with others about the piece.

2. When you feel you’re ready to make an argument, your resources become your wingmen. They provide support for your claims from people with a lot more experience and stronger academic credentials than you currently have. Your argument is stronger when really smart people are on your side.

So, as you start evaluating resources, keep these questions in mind:

Can I learn from this author? Am I willing to let this source teach me? Can I trust this source? Can I quote from this source? Will others find this author or publisher highly credible?

Okay, with those questions in mind, let’s go find some resources.

Short-Answer Question

As you’re doing your research, what two things should you expect from a good resource?

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