What can then be said about the scholastic dependency on reason to define and explain the world if it is an unreliable faculty? More fundamentally, how objective is science if, after all, it is human beings who are performing the scientific experiments and collecting data? It is crucial to make the distinction that science is not a thing in itself, as there are always people behind scientific research and the interpretation of results.
Nietzsche pointed out that the label or title given to a certain object often, and erroneously so, becomes more influential in how the object is perceived than what it actually is. By this, he intends to demonstrate that the rational mind is not as critically engaged as some would like to believe. It is rather the imagination that shapes reality; for words and labels tend to become things in and of themselves, which in turn are imposed upon the world.
The educational system should be obliged to protect the vast multi-layered reality of the imagination against the encroaching narrow reality of reason and objective science. The imagination should not be suppressed in university classrooms, but rather embraced with a moral endeavour toward making society a more just, beautiful, and meaningful place to exist.
- from "Imagination & Education" by Paul Hiebert, The Peak, May 7th, 2007.
yes, yes, yes