Art and science The aesthetic education of the emotions and reason

This paper explores the link between science and art in (1809-1882) and Pau l Gauguin (1848-1903). More specifically, its aim is to clarify the relatio ns between science as the investigation of 'truths' that people hold at a p articular time, on the one hand, art as carrier of these truths into the 'e motional' realm of the people, on the other. The goal is simple;as is the m ethod. The goal is to provide a way of teaching the humanities based on the aesthetic. [1] The method uses the figures chosen to act as a foil to each other, so that what seems to be parallel of contrasts between Darwin and G auguin, is, in fact, an equilibrium of the sensual and the rational. [2] Th e specific point that the paper argues is this: if teaching the humanities is tied pedagogically to art, then science, as well as the other discipline s, will join the curriculum in an integral way so as to contribute to the c omplete education of the student: physical, intellectual, moral, and spirit ual. The first section of the paper develops the education of reason or min d in the life and thought of Charles Darwin. My remarks here will be limite d primarily, but not exclusively, to his autobiography. The second part cla rifies the education of the senses in the thoughts of Paul Gauguin.