TEXT C
The intellect is usually defined as a separate faculty in human beings--the ability to think about facts and ideas and to put them in order. The intellect is usually contrasted with the emotions, which are thought to distort facts and ideas, or Contrasted with the imagination, which departs from facts.
As a result, it is often assumed that intellectuals are people who think, who have the facts and the ideas, and that the rest of society is composed of nonintellectuals and anti-intellectuals who don’t. This is of course not the case, and it is possible to be an intellectual and not be intelligent, and to be a nonintellectual and think very well. It is also assumed that there are basic differences between science and art, between scientists and artists; it is assumed that scientists are rational, objective, abstract, concerned with the intellect and with reducing everything to a formula, and that artists, on the other hand, are temperamental, subjective, irrational, and concerned with the expression of the emotions. But we all know temperamental, irrational scientists and abstract, cold-blooded artists. We know, too, that there is a body of knowledge in art. There are as many facts and ideas in art as there are in any other field, and there are as many kinds of art as there are ideas--abstract or concrete, classical, romantic, organized, unorganized, expressionist, surrealist, intuitive, intellectual, sublime, ridiculous, boring, exciting, and dozens of others. The trouble lies in thinking about art the way most people, think about the intellect. It is not what they think it is.
This would not be quite so serious a matter if it were not taken so seriously, especially by educators and those who urge their views upon educators--that is, I suppose, the rest of mankind. If thinking is an activity which takes place in a separate faculty of the intellect, and if the aim of education is to teach people to think, it is therefore natural to assume that education should train the intellect through the academic disciplines. These disciplines are considered to be the subject matter for intellectual training, and they consist of facts and ideas from the major fields of human knowledge, organized in such a way that the intellect can deal with them. That is to say, they are organized in abstract, conceptual, logical terms. It is assumed that learning to think is a matter of learning to recognize and understand these concepts. Educational programs in school and college are therefore arranged with this idea in mind, and when demands for the improvement of education are made, they usually consist of demands for more academic materials to be covered and more academic discipline of this kind to be imposed. It is a call for more organization, not for more learning.
One of the most unfortunate results of this misunderstanding of the nature of the intellect is that the practice of the arts and the creative arts themselves are too often excluded from the regular curriculum of school and college or given such a minor role in the educational process that they are unable to make the intellectual contribution of which they are supremely capable. (529)
The three faculties in human beings mentioned are ______.