Yes, there are specific situations in academia where one type of feedback is more valuable than the other. Here are some hypothetical scenarios that illustrate this:

Scenario 1: A student is taking a technical course, such as physics or mathematics, where the emphasis is on mastering specific concepts and problem-solving skills. In this case, objective feedback from the professor, based on correct calculations, clear explanations, and logical reasoning, is more valuable than subjective feedback based on personal preferences or emotions. The student needs to understand the technical principles and apply them accurately, regardless of their artistic or creative expression.

Scenario 2: A student is taking a humanities course, such as literature or philosophy, where the emphasis is on interpreting and analyzing complex texts or ideas. In this case, subjective feedback from the professor, based on their own readings, perspectives, and reactions, is more valuable than objective feedback based on formulaic or rigid criteria. The student needs to develop their own critical thinking and interpretation skills, and to engage with the diversity of voices and perspectives in the field.

Scenario 3: A student is conducting research or writing a thesis, where the emphasis is on producing original and rigorous scholarship. In this case, a combination of objective and subjective feedback from the advisor, based on the quality of the methodology, evidence, and argumentation, as well as the relevance, novelty, and contribution of the work, is more valuable than either type alone. The student needs to demonstrate their mastery of the research process and their ability to advance knowledge in their field, while also addressing the social, ethical, and aesthetic dimensions of their work.
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