Humanities vs Science by Dr. S.
Radhakrishnan
Dr. Sarvepalli Radhakrishnan was a great
Indian philosopher, teacher, and statesman. He served as the Vice President and
later as the President of India. He was deeply interested in philosophy and
religion and was respected all over the world for his knowledge. His birthday,
September 5, is celebrated as Teachers’ Day in India to honour his contribution
to education. He was born in a poor family in South India and studied in
different schools and colleges. Though he loved mathematics, he studied
philosophy because of financial difficulties. Throughout his life, he worked to
defend and explain Indian philosophy and religion to the world. He wrote many
important books on religion, philosophy, and culture and received many national
and international awards, including the Bharat Ratna.
In his essay Humanities vs Science, Dr.
Radhakrishnan explains the importance of both science and the humanities in
building a strong nation. According to him, science and technology are
essential for national development because they help in industrial progress,
medical advancement and economic growth. However, he clearly states that
science alone is not enough. If science is not guided by moral values, it can
become dangerous and harmful. Therefore, scientific education must always be
supported by the study of the humanities.
Dr. Radhakrishnan identifies poverty, illness
and ignorance as the main obstacles to national progress. He believes that
these problems can be solved only through proper education. Education helps
both the individual and the nation to grow. But he strongly warns that
technical education without human values will create an unequal and incomplete
society.
He explains that science gives knowledge and
power, and it teaches people to think logically, remain open-minded, and accept
new ideas without prejudice. At the same time, the humanities teach us about
human nature, emotions, ideals and values. Through the humanities, people
develop compassion, moral responsibility and a democratic spirit. Without these
qualities, scientific progress will lack direction and purpose.
Dr. Radhakrishnan stresses that producing
people who are both thinkers and technicians is very difficult but absolutely
necessary. People must have imagination as well as scientific skills. He also
believes that truth can be reached through both science and religion, because
truth is one, even though the paths may be different.
Finally, he concludes that science and the
humanities are not enemies or contradictory but partners. They complement each
other. A complete education must combine scientific knowledge with human
values. The true aim of education, according to Dr. Radhakrishnan, is to create
individuals who are intelligent, morally responsible, compassionate, democratic
in spirit and dedicated to the progress of society and the nation.
Dr. S. Radhakrishnan explains that the three
main obstacles that prevent national development are ignorance, disease, and
poverty. Among these, ignorance is the most serious problem. If ignorance is
removed through proper education, poverty will reduce and diseases can also be
controlled. Therefore, education is the most powerful tool for national
progress. The government has tried to achieve economic growth through Five-Year
Plans with the aim of spreading education, reducing illiteracy, lowering
disease and removing poverty. India has energetic people and plenty of natural
resources. Still, the country is unable to achieve great progress because it
lacks proper education in both quality and quantity. Only educated people with skill,
direction, and social responsibility can transform society. Hence, education
must be given the highest priority in national development.
Today, many students are attracted to
technological education, and this is natural because it leads to employment and
economic growth. Scientists, engineers, and technicians help increase
agricultural and industrial production. One important aim of education is to
help students earn their livelihood. However, Dr. Radhakrishnan strongly warns
that technological education without humanistic studies is incomplete and
dangerous. With scientific power, human beings can create a paradise on earth,
but the same power can also destroy entire continents. Therefore, science must
be guided by moral values. Science and the humanities must work together and
should never be separated.
Dr. Radhakrishnan does not reject science. He
accepts that science has great value. Science is both knowledge and power. It
trains the mind to be disciplined, open-minded, tolerant and free from prejudice.
It reveals the wonders and richness of the world. However, science mainly
develops the intellectual side of human beings. It does not directly shape
emotions, ethics and moral character. A person who only produces and consumes,
or who thinks only scientifically, is not a complete human being. The
overemphasis on science and technology has created serious danger, and history
shows that great crimes against humanity are committed not by the uneducated,
but by highly educated people who lack morality.
The humanities, on the other hand, teach us
about human nature, emotions, ideals, values and aspirations. When students
come to universities, the purpose is not only to gain technical skills but also
to prepare themselves for nation-building. Universities must give students both
scientific knowledge and moral understanding. Science is essential because it
provides the necessities of life. But humanities are equally important because
they help human beings understand how to live as responsible and compassionate
individuals. Neither science nor humanities alone can give complete knowledge
of reality. They only touch the outer surface of life. To become truly
educated, one must also understand the inner spiritual nature of human beings.
The true duty of universities is not merely to
produce skilled professionals but also to develop compassion, democratic values
and human fellow-feeling. Indian spiritual traditions teach that every human
being is sacred and divine. This belief strengthens respect for human life and
equality. National education does not mean changing scientific subjects
according to national borders. It means preserving and passing on the nation’s
cultural and spiritual values. India is not just a piece of land; it is a
living spiritual tradition. Indian culture teaches that there are higher
spiritual laws beyond material science. A civilized society is one where the
strong help the weak.
Quoting the Bhagavad Gita, Dr. Radhakrishnan
says that education must give both knowledge and wisdom. Modern society is too
focused on technical success and material achievement. But technology is meant
to serve human beings, not to control them. Material progress must be used to
enrich the human spirit. It is not enough to feed the body or train the mind; the
human soul also needs care and nourishment. People must rediscover spirituality
and the sacred values found in all religions.
Dr. Radhakrishnan also explains that there is
no conflict between science and religion. Both aim at the search for truth, though
they follow different paths. God is truth, and the search for truth is the
search for God. The human spirit is greater than the machine and greater than
matter. Science does not prove the power of matter over humans; it proves the
supremacy of the human spirit. However, people must approach truth with
humility and tolerance. Religious intolerance has caused immense bloodshed in
history. All religions are valuable paths to truth, and no single religion has
a monopoly over wisdom. True religion teaches sympathy, understanding, and
universal love.
Finally, Dr. Radhakrishnan emphasizes that the
real test of any government is how it treats the poor. Poverty, hunger, disease
and lack of clean water are national shame. To solve these problems, science
and technology are essential, and people must develop a scientific spirit.
Superstition and ignorance must be removed. At the same time, people must also
develop a strong moral responsibility toward the suffering poor.
He strongly rejects the idea that scientific
culture and literary culture are separate. According to him, we often produce
either thinkers without practical skill or technicians without vision. What the
nation truly needs are people who are both seers and technicians—those who have
imagination as well as scientific ability. Truth is indivisible. Whether it is
scientific truth or artistic truth, the goal is the same. Imagination is vital
for both literature and science. Ultimately, human beings must reshape not only
the outer world through science but also their inner moral and spiritual
world.
Dr. S. Radhakrishnan explains that many people
today believe they are scientific simply because they know how to use machines.
We press a button and electricity works, we use a phone or a car, but we do not
really understand how these things function or what deep scientific knowledge
is behind them. We only know how to operate machines, not how they are created.
Therefore, we live only on the surface of life, like mechanical robots, without
understanding the deeper meaning of science. True scientific study should not
remain superficial. We must try to understand how human intelligence discovered
these laws of nature and transformed the world. If science is studied deeply,
it will never separate us from human values. Instead, it will lead us to
question the meaning of life and existence.
Dr. Radhakrishnan points out a serious problem
of the modern age: knowledge is increasing, but wisdom is decreasing.
Scientific achievements have given humans enormous power, even the power to
destroy the world through weapons like nuclear bombs. While human control over
machines, radio, television, and technology has increased, the human soul has
not grown at the same pace. There is a dangerous imbalance between material power
and moral growth. This is why science must be guided by strong values. Science
is not separate from the human spirit; it is the expression of the human mind
and spirit. Every person has a deep inner self that remains constant even when
the outer world changes.
Dr. Radhakrishnan strongly criticizes the
spiritual weakness of educated people. Many graduates pass examinations and get
degrees but remain ignorant of the basic values of Indian culture and
spirituality. They become educated only in a narrow technical sense but lack
inner awareness and moral depth. According to him, a nation survives not
because of machines, industries, or atomic power, but because of people who
live by spiritual values and show ideal conduct through their lives. Such
people represent the true culture of India. He reminds us that the highest form
of knowledge is self-knowledge—knowing one’s own inner nature and soul.
He also explains that our education system
gives too much importance to technical subjects while neglecting the humanities.
This imbalance weakens moral character. Society faces great challenges like
poverty, disease, and ignorance. Science has given us great power to solve
these problems, but without values, this power can be misused. Therefore,
science and humanities must work together. Education should aim at building a
complete human being, not just a consumer, technician, or machine operator.
While science improves living conditions, it is the humanities that give us
values, compassion and social responsibility.
Dr. Radhakrishnan emphasizes that young men
and women who come out of universities should not only be experts in science
and technology but should also feel deep responsibility toward the suffering
millions. This sense of service and moral duty mainly comes from the study of
humanities. Though science has helped in building civilization, it has its
limitations. It cannot explain the deepest mystery of life or the ultimate
reality. There is a central truth that cannot be tested in laboratories or
completely expressed in words.
He further explains that science and religion
are not enemies. Both aim at the same goal—the search for truth, though they
follow different paths. Knowledge does not belong to any single nation or
religion. Therefore, people must practice religious tolerance and cooperate
internationally for the growth of knowledge. The study of humanities helps
people understand the true meaning of life and realize that truth is one and
indivisible, whatever subject one studies.
Finally, Dr. Radhakrishnan warns that science without humanities and knowledge
without wisdom can be dangerous. Mere accumulation of information is not
enough. Education must shape both the intellect and the character. We must draw
inspiration from Indian cultural values, develop self-awareness, and cultivate
wisdom along with scientific knowledge. Only then can education truly benefit
both individuals and society.
1. What are the three obstacles in the way of
national development according to Radhakrishnan?
According to Dr. Radhakrishnan, the three main
obstacles to national development are ignorance, disease, and poverty. Among
these, he considers ignorance the most dangerous, because once ignorance is
removed through education, poverty and disease can also be gradually
eliminated.
2. What are the potential consequences of
neglecting Humanities in education?
Neglecting the humanities leads to an
imbalanced and incomplete education. It may produce technically skilled
individuals who lack compassion, moral values, social responsibility and a
democratic spirit, which can result in the misuse of scientific power.
3. Who can guide the world according to Dr. S.
Radhakrishnan?
According to Dr. Radhakrishnan, the world can
be guided by people who possess both scientific knowledge and spiritual wisdom.
These individuals combine technical skill with moral insight and live by higher
human and spiritual values.
4. Explain the term “God is Truth”.
By the statement “God is Truth,” Dr.
Radhakrishnan means that truth is the highest divine reality. The search for
truth through science, philosophy, or religion is therefore the same as the
search for God.
5. Why does Dr. Radhakrishnan emphasize the
importance of Humanities?
Dr. Radhakrishnan emphasizes the importance of
humanities because they help individuals understand human nature, values,
ideals and moral responsibilities. Humanities develop compassion, social
awareness and a sense of duty, which science alone cannot provide.
6. What is the danger of science without
ethics, according to Dr. Radhakrishnan?
Science without ethics can become a
destructive force rather than a constructive one. The same scientific power
that can create comfort and prosperity can also destroy civilizations if it is
not guided by moral values and human concern.
7. What is the function of universities
according to Dr. Radhakrishnan?
According to Dr. Radhakrishnan, the function
of universities is not merely to produce technically skilled professionals, but
also to create individuals with compassion, democratic values, and social responsibility,
capable of serving the nation and humanity.
II. Answer the following in a paragraph each
8. Analyse the predicament of science without
a moral compass.
Dr. Radhakrishnan strongly warns that science
without a moral compass leads to a dangerous imbalance in human life. While
science gives enormous power over nature, it does not automatically provide
ethical guidance. As a result, humanity may advance materially but decline
spiritually. This imbalance is clearly visible in the development of weapons of
mass destruction, especially nuclear arms, which have the capacity to wipe out
entire civilizations. The greatest crimes against humanity, he observes, are
often committed not by the ignorant, but by highly educated people who lack
moral responsibility. Therefore, without ethical values, science becomes a
threat rather than a blessing.
9. What is Dr. S. Radhakrishnan's opinion
about technological education without humanistic studies?
Dr. Radhakrishnan believes that technological education
without the support of humanistic studies is incomplete, one-sided, and
dangerous. Though technology helps in economic growth, industrial development,
and employment, it does not cultivate moral character. Without humanities,
students may become efficient machines but not responsible human beings. He
argues that science can either create heaven on earth or destroy continents,
depending on how it is used. Hence, technological training must always be
balanced with human values taught through the humanities.
10. Analyse the ways in which we can remove
the evils of society.
Dr. Radhakrishnan suggests that the evils of
society—such as poverty, disease, ignorance, superstition, and inequality—can
be removed primarily through proper education and a scientific outlook guided
by moral values. Education must spread awareness, promote rational thinking,
and remove blind beliefs. Science and technology should be used to improve
sanitation, health, food supply, and employment. At the same time, the humanities
must cultivate compassion and social responsibility. When both scientific
development and moral growth go together, social evils can be effectively
reduced.
11. Explain the common goal of religion and
science.
According to Dr. Radhakrishnan, both science
and religion have the same ultimate goal—the search for truth. Their approaches
are different, but their aim is identical. Science seeks truth through
observation and experiment, while religion seeks truth through spiritual
experience and faith. He states that since God is Truth, the quest for truth in
any form is a divine quest. Therefore, science and religion should not be seen
as enemies but as complementary paths to the same ultimate reality.
12. How can the integration of Humanities and
Science in education promote responsible progress?
The integration of humanities and science
ensures that material progress is guided by moral purpose. Science provides
knowledge, technical skill, and power to transform the physical world, while
the humanities provide values, compassion, and ethical judgment. When these two
are combined, students grow into responsible citizens who use scientific power
for the welfare of humanity. Such integrated education prevents the misuse of
technology and promotes balanced national development based on both efficiency
and humanity.
III. Essays
13. Examine the tension between the pursuit of
scientific knowledge and the need for moral responsibility, as highlighted by
Dr. Radhakrishnan. How can this tension be resolved in practice?
Dr. S. Radhakrishnan deeply explores the
tension between the rapid pursuit of scientific knowledge and the urgent need
for moral responsibility. He acknowledges the extraordinary achievements of
science in transforming human life through industry, medicine, communication,
and technology. However, he strongly cautions that scientific progress without
ethical control can pose severe dangers to civilization. The same scientific
power that produces machines, electricity, and medical miracles can also
produce nuclear bombs and weapons of mass destruction. This creates a serious
moral crisis in modern civilization.
According to Dr. Radhakrishnan, the central
problem lies in the imbalance between knowledge and wisdom. Knowledge is
increasing at a rapid pace, but wisdom—the capacity to use knowledge morally
and responsibly—is not growing at the same rate. Human beings have extended
their physical powers through machines, but their inner moral and spiritual
development has not kept pace. As a result, science often serves greed,
destruction, and domination rather than human welfare.
This tension can be resolved only through a
restructured educational system that unites science and the humanities.
Scientific education must be supplemented by moral training, ethical
reflection, and spiritual awareness. Universities must not merely produce
engineers and technicians, but also compassionate citizens with a sense of
social duty. Students must be taught that technology is meant to serve
humanity, not to dominate it. Furthermore, religious tolerance, humanistic
values, and a sense of universal brotherhood must be cultivated.
In practice, this means applying scientific
discoveries only for life-enhancing purposes—such as healthcare, education,
environmental protection, and poverty reduction—while rejecting their
destructive misuse. When science is guided by ethics and wisdom, the tension
between power and responsibility disappears, and true human progress becomes
possible.
14. Analyze the implications of Dr.
Radhakrishnan's argument that science without ethics can lead to misuse and
harm. What examples would you provide to support or challenge this view?
Dr. Radhakrishnan’s argument that science
without ethics can lead to misuse and harm has deep and lasting implications
for modern civilization. He states that scientific power is morally neutral in
itself, but its effects depend entirely on the values of those who use it.
Without ethical guidance, science can become a tool of destruction instead of a
force for good. His warning is particularly relevant in the context of war,
environmental destruction, and technological misuse.
The most powerful example supporting his view
is the use of nuclear weapons in Hiroshima and Nagasaki. Scientific research
enabled the splitting of the atom, but its misuse resulted in enormous human
suffering, long-term radiation effects, and the death of thousands of innocent
civilians. Similarly, chemical and biological weapons, developed through
scientific expertise, pose severe threats to humanity when used without moral
restraint.
In the modern world, unethical scientific
practices can also be seen in environmental pollution, climate change, misuse
of artificial intelligence, cyber warfare, and genetic manipulation without
ethical safeguards. These examples strongly confirm Dr. Radhakrishnan’s warning
that science divorced from ethics is dangerous.
However, science guided by ethics has also
produced immense benefits. Medical science has cured deadly diseases, improved
life expectancy, and saved millions of lives. Communication technology has
connected the world. These positive examples show that science itself is not
evil; the danger arises only when it is separated from moral responsibility.
Thus, Dr. Radhakrishnan’s argument remains
highly valid today. The true solution is not to reject science, but to anchor
it firmly in ethical values, human compassion, and social responsibility. Only
then can scientific power become a blessing rather than a curse to humanity.