The teaching of the sciences and the arts needs to be conjoined and sustained from the earliest stages of education.
In the Foreward to Platinotype my friend and co-author Mike Ware writes that the book “avoids much scientific jargon, but devotes all due attention to explaining technical and practical details, keeping in mind a readership mainly with backgrounds in the arts and humanities rather than the sciences. I have long regarded the study of photography as one of the best meeting grounds for the “two cultures” of science and art, which are so often sadly divided. As a professional chemist, but only an amateur artist manqué, my adage has always been that “art deserves the best science,” which should work reliably, seamlessly, and transparently beneath the surface of the artistic endeavor.“
“Art can provide unpredictable viewpoints from which to inspect or challenge scientific ideas and assumptions” — Ken Arnold, Wellcome Trust
Writing in The Conversation, Jo Berry strives to bring together the seemingly disparate approaches from the other direction. It’s an inspiring read.
“Over a decade of merging science and art, I’ve discovered three major advantages to such collaborations.
1. The variety of collaborations increased my appreciation for technical advances in scientific visualisation.
2. They inspire both scientists and artists to think creatively.
3. They contribute to making science more accessible to the general public.”