When Harvard reformed its general education requirement in 2006-7, the preliminary task force report introduced the teaching of science without any mention of its place in human knowledge: “Science and technology directly affect our students in many ways, both positive and negative: they have led to life-saving medicines, the internet, more efficient energy storage, and digital entertainment; they also have shepherded nuclear weapons, biological warfare agents, electronic eavesdropping, and damage to the environment.” Well, yes, and I suppose one could say that architecture has produced both museums and gas chambers, that classical music both stimulates economic activity and inspired the Nazis, and so on.

Steven Pinker, Enlightenment now: the case for reason, science, humanism, and progress, New York, 2018, p. 400