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An academic Philosophy in One Paragraph
Within the last 25 years, I've professed English at a small,[link widoczny dla zalogowanych], liberal arts university in Iowa. Like the majority of such post-secondary institutions, it's sought ways to chamfer the sharp edge of the recent economic scimitar. My institution has,[link widoczny dla zalogowanych], I think,[link widoczny dla zalogowanych], taken an approach both prudent and wise. The prudent part: it has expanded its on the internet and on-campus vocationally-oriented degree programs. The wise part: it's reaffirmed its resolve for the liberal arts. Compressed within the original definition of arts is the idea that a course of study could be freeing (Latin: liber, free),[link widoczny dla zalogowanych], empowering students to successfully transition from parochial and limiting perspectives to the sensitivities and flexibilities demanded through the world widening zone of complexity, a global at the same time increasingly diverse and increasingly interrelated. I believe the liberal arts can prepare students for all careers; indeed, even just in those careers commonly construed as vocational,[link widoczny dla zalogowanych], such as business and medicine,[link widoczny dla zalogowanych], liberal arts coursework has been built-into business and school of medicine curricula. Included in my institution reaffirmation of a liberal arts education,[link widoczny dla zalogowanych], it has tasked a group of faculty with creating the school of Liberal Arts and Sciences (CLAS). A vital question facing CLAS (or any college,[link widoczny dla zalogowanych], school,[link widoczny dla zalogowanych], or program for instance) is when it may enhance student learning. What follows is my contribution to that discussion educational philosophy in a single paragraph.
I assume certain fundamental skills underlie all learning,[link widoczny dla zalogowanych], no matter the discipline. I additionally assume all learning is a matter of training, which is the only way of having better at something. Now,[link widoczny dla zalogowanych], assuming my assuming isn some slippery seed stubbornly impervious to the grasp of reality,[link widoczny dla zalogowanych], a way to both make our CLAS distinctive and enhance student learning. If learning, real, genuine,[link widoczny dla zalogowanych], take-it-with-you-into-the- world learning, results from training,[link widoczny dla zalogowanych], what should we be training students in? Intellectual depth. And just how do we train students in intellectual depth? Through organizing our courses around teaching styles, assignments, and classroom activities that encourage reflection,[link widoczny dla zalogowanych], research, reasoning,[link widoczny dla zalogowanych], analysis,[link widoczny dla zalogowanych], interpretation,[link widoczny dla zalogowanych], and critique; that foster formulating questions,[link widoczny dla zalogowanych], identifying assumptions,[link widoczny dla zalogowanych], discerning implications/conclusions, and adopting multiple perspectives; that promote application (that's, can students do something by themselves, due to our instruction,[link widoczny dla zalogowanych], in novel circumstances) and self-evaluation (which,[link widoczny dla zalogowanych], of course,[link widoczny dla zalogowanych], students will need to be taught to complete); and that emphasize writing, which ligatures thought and adorns it, which makes it doubly compelling. This kind of training may be the biggest issue facing liberal arts and sciences (its reason behind being,[link widoczny dla zalogowanych], actually),[link widoczny dla zalogowanych], and its source of academic excellence. One other thing: we should never,[link widoczny dla zalogowanych], not once,[link widoczny dla zalogowanych], for a minute, forget that students have lives that far exceed our particular interests which the shape and making of these lives have experienced,[link widoczny dla zalogowanych], have,[link widoczny dla zalogowanych], and will have far more effect on the women and men they're and will become than we will. The process to us all is captured in Prospero question to Miranda in Shakespeare The Tempest: see thou else. We can't transform students,[link widoczny dla zalogowanych], not within the strict a feeling of the meaning of but we are able to enable them to begin to see the and in that small way (which is a real big way) maybe demonstrate to them that instead of being swept along by events they have the way to wield the broom.
I have,[link widoczny dla zalogowanych], I've been told "a useless degree" Three of these actually,[link widoczny dla zalogowanych], AA Humanties, BA English Literature MA Liberal Arts and for all my books and papers and learning --those who say it is useless look at my job (call center monkey with really good health insurance--instead to be an adjunct professor at three schools without any medical health insurance)
But the things they aren't seeing because they have never seen is the HUGE ELSE: I can think,[link widoczny dla zalogowanych], I'm able to write,[link widoczny dla zalogowanych], I can connect past,[link widoczny dla zalogowanych], present and future across disciplines. I'm proud to express I was not trained but educated. Love this post!
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