Dr. Otis is a Professor of English at Emory University. Although she ultimately obtained a PhD in Comparative Literature and now teaches English literature, she holds a BS in Molecular Biophysics and Biochemistry and an MA in Neuroscience, and she worked in research labs for years. She was awarded a MacArthur fellowship for creativity in 2000 and is currently working as a visiting scholar at the Max Planck Institute for Human Development in Berlin.
Editor’s note: The following post is the first of a pair of short essays about interdisciplinary teaching that will be featured on the blog. Stay tuned next week for Dr. Krish Sathian’s “Why I teach with an English professor.” It is often said that academic fields are becoming increasingly segregated as specializations develop more jargon and become more detailed with each new peer-reviewed paper. However, the classes co-taught by Professors Otis and Sathian are unique interdisciplinary spaces where students across traditional disciplinary divides are able to wrestle with topics shared by the humanities and sciences: perception, imagination, and art. Is this kind of interdisciplinary inquiry a necessary counterbalance to the segregation of the disciplines? Or even part of the ethical practice of science? Might having more classes like this improve the scientific literacy of those in the humanities, and keep scientists in touch with the depth of expertise that other fields can contribute (as I have argued in an earlier post)? Should we begin to find ways to institutionalize more of this type of work into the higher education system, or provide more movement between the disciplines?
The views, opinions and positions expressed by these authors and blogs are theirs and do not necessarily represent that of the Bioethics Research Library and Kennedy Institute of Ethics or Georgetown University.