SCIENTIFIC WRITING IS often so full of acronyms, jargons and language so specific that it is only comprehensible to a handful of experts and academicians in the field. As if that is not bad enough, authors also, more often than not, presume that readers already know what they mean and thus structure sentences in the most convoluted way imaginable. Many academic papers skip the process of defining basic terms and concepts, so much so that, at times, even their peers find these writings a struggle to read.
Scientists, scholars, educators and practitioners are constantly looking for ways to communicate data, numbers and information to the public and to policymakers in a more digestible, engaging and effective manner. In this, there is mounting evidence to show that the arts have had success by focusing on the affective domain of learning (i.e. engagement, attitude or emotion) rather than on the cognitive domain (i.e. understanding, comprehension or application).
Brain scan studies reveal that the sight of something attractive can trigger the part of the motor cerebellum that governs hand movement; instinctively, we reach out for attractive things.
Beauty literally moves us.
