What science can do amidst the pandemic

Modern society has inherited an intellectual legacy that serves as its foundation. Scientific development in particular has been the cornerstone of modern civilization, contributing to human society in myriad ways. Needless to say, the response to the ongoing pandemic has been founded on our skills and knowledge nurtured through science.

Iwakiri stated, “The invisible virus has become visible by means of science. A century ago, people knew that a virus was the cause of the Spanish flu pandemic, but details such as its genetic structure were not elucidated.”

Science enables us to decode hitherto unknown matters, and also guides us in understanding phenomena such as the following. “Conspiracy theories have thrived by feeding on public anxiety during the pandemic, but they are incompatible with science. I feel issues that have surfaced cannot be grasped by science alone.”

Kitahara also stressed the importance of being constantly aware that things cannot be elucidated by science alone. “This attitude is essential when working with science. We need to go beyond the raw data, observe the ever-changing reality and delve deeply into the narrative behind what appears on the surface. As educators, we are obliged to nurture a perspective that focuses on the background of scientific data.”

On the other hand, Kitahara referred to the straightforward nature of science. “Einstein’s theory is not easy to understand, but his motivation for research would have been very simple: to untangle complicated matters into plain questions that allow him to think deeply, and concoct something simple but awesome, its importance readily convincing to others. This is how science fascinates us.”

The importance of both the sciences and the arts

When we look at the relationship between the sciences and the arts, recent emphasis on STEAM education comes to mind; this represents an addition of the arts (A) to the Obama administration’s core educational policy in science, technology, engineering and mathematics（STEM）. The Japanese translation for arts is usually geijutsu, but, in this context, it includes not just art and music, but also dance, drama, sports, literature, history, etc., a whole range of arts embracing the human body, sensibility and drama. A comprehensive study of these areas enhances creativity and innovation. This movement emphasizes the importance of synergy between the sciences and the arts in education.

Iwakiri mentioned the reality that lies beyond science. “Science covers both the visible, such as classic physics and mechanics, and the invisible, such as quantum mechanics. They are both real in that they exist, and the interesting thing is that they can seem very different depending on where you stand.”

He continued, “The scientific understanding of reality can be similar to that in the arts. Take Picasso’s cubism* for example. We don’t actually see the objects as he portrayed them. But he depicted subjects as he saw them in his mind. I see a strange link between the physics of Einstein and avant-garde art.”
*Cubism: Objects are analyzed not from a single perspective but broken up into small facets and reassembled into a single tableau

Kitahara, who has experience conducting research at several universities in the U.S. said, “American universities usually have an arts department. Institutions like the Massachusetts Institute of Technology (MIT）offer majors in the arts and humanities. At the root of this thinking is that the arts are indispensable to science.”

Kitahara mentioned that the American Association for the Advancement of Science states “Science is a blend of logic and imagination” in its publication Science for All Americans. In other words, imagination is indispensable to the scientific endeavor, not just the use of logic. The book also refers to the importance of distinguishing between constancy and change in science. Humans like constancy but they also yearn for change.”

Responsible global citizens, collaborative learning across fields

A multilateral perspective and complex thinking are indispensable when observing reality. This is exactly what the liberal arts at ICU nurtures. Kitahara described his idea of the concept as “a skill that liberates us from biases and our preconceptions that enables us to think freely with our own minds. In this educational tradition, communicating with others and sharing thoughts are vital.” This ability is the very definition of the arts.

Kitahara emphasized the importance of science communication, which MEXT defines as an “activity that communicates the thought-provoking aspect of science and issues in scientific technology, to think together and raise awareness.”

He added that this includes sharing and engaging in the development of knowledge. “The Royal Society, established in 17^th century England, became the first learned society for the exploration of science. Until then, individuals conducted research on their own about whatever interested them. But when they started sharing the results and methods used for research, others were inspired to emulate their forebears, which paved the way for scientific progress. This led to the acknowledgement of knowledge as a public good, and the understanding that sharing knowledge brings development.”

The Science Hall is currently the center of education and research in the areas of natural sciences at ICU.

He continued, “Furthermore, knowledge should be a public good in the sense that access should not be limited. As scientists we must deliver easy-to-understand information about knowledge and be able to answer questions posed by the lay community. This response is very important. The English word responsibility is usually translated into Japanese as sekinin with an emphasis on liability, but I prefer ōtōsei, which focuses on accountability and being answerable for one’s actions. It’s vital for ICU’s liberal arts education to show how important this response is. It does not simply imply making adjustments for a certain situation, but shows the way for change that aims for a better future and steps to achieve this end. This is what we mean when we talk of responsible global citizens.”

The Science Hall is currently the center of education and research in the areas of natural sciences at ICU.

The academic community that ICU aspires to

The importance of sharing knowledge links directly with the spirit of the common good in ICU’s Medium-Term Plan for AY2021~AY2025.

Iwakiri explained that the common good refers to sharing the good and avoiding exclusive use. “Let us do good deeds for the benefit of all. A groundbreaking scientific theorem would not mean much if only the discoverer benefited from it. It is important for it to be placed for all to see, use and develop through dialogue. This is similar to how private collections of the aristocracy reserved for their exclusive pleasure were later exhibited in museums open to all. We live as part of a system in modern civil society.”

Kitahara replied, “Sharing and developing knowledge is also a Christian tradition, as we regard wisdom to be granted by the grace of God.”

He went on to say that in De Trinitate, St. Augustine talked of two types of knowledge: scientia (knowledge of temporal things) and sapientia（wisdom）attained through adherence to God (both Latin terms). “What this means is that some truths cannot be elucidated by human knowledge. Edmund Husserl, who established the school of phenomenology, also said that we are seekers of the unattainable truth. This attitude of humility inspires us to strive for the truth.”

The significance of Christian universities

ICU has Christian in its name, the chapel being the first structure people see when they walk in from the front gate. What are the benefits of studying in this kind of environment?

Kitahara said, “The chapel’s importance lies in providing a place where the community can assemble together for dialogue with a single purpose. We all have different interests, but a firm principle binds the community together. I believe this to be the advantage of studying at a Christian university.”

Iwakiri went on to state, “The relationship between the university and Christianity is a sensitive subject. In the founding days, ICU had more rules and regulations that gave it a rather conservative image. But in the 70 years since, the University has blended into Japanese society by offering a more open image of Christianity in response to the changes that have occurred. Faculty members continue to have a deep understanding of Christianity, collectively seeing another truth anchored in God. I see the chapel as a physical representation of this thinking.”

The ICU campus is founded on a Christian spirit rooted in a culture of sharing with others. Kitahara talked about Gregory of Nyssa, a 4^th century Christian bishop. “He posited that there were two types of relationships: metousia (ousia meaning substance) and koinonia (both Greek words). The former refers to a vertical relationship of humans participating in God’s perfections, and the latter, a horizontal fellowship in finding God through each other. The ICU learning community is a combination of the two.”

At ICU, students engage in a vertical pursuit of the truth by delving into their specialty, as well as horizontal learning across multiple disciplines. The two approaches cultivate life-long learners who have the strength to survive the intractable challenges of the real world.