For one, they both deal with and have different fields and are enhanced and acquired in unlike ways. For example, to become an engineer, years and years of studying vigorous factual methods and mathematics is required while in order to be an artist, one may relate their work through experiences only. Even so, I personally believe that both academic and creative intelligence is necessary in the world. As a person who was pushed to become a doctor but chose otherwise, I see that these two fields serve one purpose and that is to enhance the human life. They are like the legs of a table, without the other, us humans would not be able to stand. In “The Oxford Illustrated History of Greece and the Hellenistic World” by John Boardman, Jasper Griffin and Oswyn Murray, it was shown how even in the classical age of Rome, the people strived not only to enhance their architecture, but their art as well. The Romans questioned what life would be without the visuals and the aesthetics and used their learning in this field to develop their architecture by assimilating their knowledge of the arts (Boardman, Griffin and Murray
For one, they both deal with and have different fields and are enhanced and acquired in unlike ways. For example, to become an engineer, years and years of studying vigorous factual methods and mathematics is required while in order to be an artist, one may relate their work through experiences only. Even so, I personally believe that both academic and creative intelligence is necessary in the world. As a person who was pushed to become a doctor but chose otherwise, I see that these two fields serve one purpose and that is to enhance the human life. They are like the legs of a table, without the other, us humans would not be able to stand. In “The Oxford Illustrated History of Greece and the Hellenistic World” by John Boardman, Jasper Griffin and Oswyn Murray, it was shown how even in the classical age of Rome, the people strived not only to enhance their architecture, but their art as well. The Romans questioned what life would be without the visuals and the aesthetics and used their learning in this field to develop their architecture by assimilating their knowledge of the arts (Boardman, Griffin and Murray