Perhaps what is most striking in the stance of the border between science and art, is how readily this dichotomy is accepted, if not accommodated, in our society. Students of all ages are encouraged to take either “STEM” or Arts/Music tracks of education as early as primary school, and are rewarded for being either bright or creative in doing so (and often not both). Dr. Jemison makes the argument that this separation between two critical components of learning and society risks the future of education and encourages children to be either uncreative or illogical (Jemison, 2002).
In considering innovation within our society, Dr. Jemison (2002) quotes psychiatrist Frantz Fanon who suggested that "each generation must, out of relative obscurity, discover its mission, and fulfill or betray it." When considering the multifaceted and complicated climate of American education today, it can safely be suggested that the American generation today has not been able to clearly define or discover its mission, and in so doing, has destined education in the near future for failure. Science and the arts are both constructive and deconstructive techniques that spring from the same source, human creativity (Jemison, 2002).