The fox and the hedgehog, contrasting;
Their styles: diverse or steadfast-ing.
As models, find analog
In varied course catalogs
And image in efforts’ forecasting.
The second of these July 2025 poems recounts a helpful historical model that I’ve encountered in reading and art, which helps stand in for aspects of academic exploration across the sciences and the humanities. (For this and the remaining July poems, I’ll expand a bit past my typical 280-word limit; I could probably use more prose in exploring these complex topics!)
The fox and the hedgehog, contrasting;
Their styles: diverse or steadfast-ing.
I was intrigued to read about a blend of art, history, and science in a summer exhibition at the National Gallery of Art, looking at Joris Hoefnagel’s (1542-1601) nature paintings. One of the pictures caught my eye, as I have enjoyed for several years reading and teaching from a book by Stephen Jay Gould with a version of the central metaphor (presented via Latin inscription in the painting): “The fox has many tricks, but the hedgehog has one great trick.”
The painting and Gould’s book (The Hedgehog, the Fox, and the Magister’s Pox) each allude to a fable many centuries older. The central theme is that a fox uses many different strategies to achieve its many different goals, while a hedgehog has a single, very effective approach, of rolling into a ball, to achieve its own goal of safety.
This image has been used through millennia, stemming first from a poem by the Greek poet Archilochus (680-645 B.C.), which was then celebrated widely much more recently, in a 1953 book by philosopher Isaiah Berlin, noting how different historical figures used “hedgehog” or “fox” approaches in their lives.
Gould emphasizes throughout his own book that he is not saying that one “animal” corresponds with sciences and the other with the humanities, but rather that the two styles– both creative flexibility and resolute tenacity– are useful at different times in both fields.
As models, find analog /
In varied course catalogs…
Since encountering Gould’s book, it has been a helpful exercise to consider these different approaches to academia. Looking back at graduate school, for instance, I can see how it involved broad coursework in several chemistry labs and lectures (paralleling the fox) and intensive study of a primary research area (paralleling the hedgehog) for the thesis. Teaching is likewise an undeniable blend of the two styles: preparing lecture slides involves some hedgehog-like review and writing, while the fox approach echoes in the actual classroom, where a variety of explanations are necessary to communicate with a variety of students.
And image in efforts’ forecasting.
I expect that I will return to this central image and book a few times in the remaining July essays (“efforts’ forecasting”), given both the usefulness of the metaphor and Gould’s insightful discussions of the history of the sciences and the humanities.
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