I’m planning an event (mainly for faculty and administrators) about improving undergraduate instruction, and I want the voices of undergraduates to, in some way, inform what gets said. it would be helpful to me to hear from current or recent undergraduates answering the questions below. And, to be honest, I have been collecting stories about good and bad college instruction for years, but not in any systematic way and only, obviously, from students who tell them to me, so this is an opportunity to gather stories from other people. Now — I know that not many undergraduates read CT regularly. But lots of you know some undergraduates and recent undergraduates, and many of you teach them. So i) ask students or recent students whom you know, and give me their answers. And ii) I’d be really grateful if those of you who teach undergraduates could send them this link, and ask them to contribute.

Here are the questions:

1. Describe something that one or more of your professors does/did that you think other professors ought to do as well.

2. Describe something that more than one of your professors does/did that you think no professors ought to do.

I can give you a couple of examples that I’ve gathered from recent undergraduates, that seem sensible to me, just to give you a sense of the sorts of things I am looking for.

Do: make students discuss a question for a few minutes in small groups before opening the class up to discussion
Do: cold call, but only after warning the students that you are going to do that
(I do both of these).

Don’t: ever speak to the board with your back to the class
Don’t: simply read the powerpoint slides, and don’t also make the powerpoints the textbook
(I did the first of those occasionally till a student told me not to. The second one… well, I don’t know what to say).

Please, just answer one or both of the questions!

Sunday photoblogging: crane

by Chris Bertram on February 4, 2018


Schopenhauer On Philosophy’s Overton Window

by John Holbo on February 4, 2018

On Facebook a friend was mentioning that good old Francis Bacon bit:

The men of experiment are like the ant, they only collect and use; the reasoners resemble spiders, who make cobwebs out of their own substance. But the bee takes a middle course: it gathers its material from the flowers of the garden and of the field, but transforms and digests it by a power of its own. Not unlike this is the true business of philosophy; for it neither relies solely or chiefly on the powers of the mind, nor does it take the matter which it gathers from natural history and mechanical experiments and lay it up in the memory whole, as it finds it, but lays it up in the understanding altered and digested. Therefore from a closer and purer league between these two faculties, the experimental and the rational (such as has never yet been made), much may be hoped.

This reminds me of a bit from Arthur Schopenhauer I really love. In this other thread I joked about The World As Willed Misrepresentation, but here’s the real deal: Schopenhauer on philosophy’s Overton Window, so to speak. This is from his Parerga and Paralipomena (the title means something like ‘extras and omissions’), which used to be damned hard to find but was reissued last year (volume 1, volume 2). [click to continue…]