"The Thinker"
by Jonathan Mahler
September 19, 2008
The New York Times
"Being a philosopher requires you to engage in the practice of relentless inquiry about everything, so it’s not surprising that Jolley has spent untold hours puzzling over how to best teach the discipline itself. What he has decided is that philosophy can’t be taught — or learned — like other academic subjects. To begin with, it takes longer. “Plato said that you become a philosopher by spending ‘much time’ in sympathy with other philosophers,” he told me. “Much time. I take that very seriously.” We were sitting in his office, which was dark with academic books and journals; a large paperweight reading “Think” sat amid the clutter on his desk. “Plato,” he went on, “talked about it as a process of ‘sparking forth,’ that as you spend more time with other philosophers, you eventually catch the flame. That’s how I think about teaching philosophy.”
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Many of Jolley’s colleagues were similarly skeptical of what he was trying to do. Several of them urged him to “tone it down,” he recalls, when they noticed the intimidating syllabus for his first class, the history of ancient philosophy, taped to the door of his office. They advised Jolley against wasting his time trying to start a philosophy club at Auburn — the club now has about 30 members — and called his approach to teaching “aristocratic.” In particular, they objected to the fact that he was grading students not on how well they learned philosophical terminology and definitions but on their ability to think philosophically.
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While I was in Auburn, I attended a few of Jolley’s logic classes. All students at Auburn are required to take at least one entry-level philosophy course like logic. Traditionally, these “core” classes are designed to ease students into a particular subject. This is not Jolley’s approach. As he argues, core curriculums should aspire to do more than merely give students a taste of something. “Look, if the core is really going to matter for a student’s education, they need genuine exposure to that discipline,” he told me a few minutes before class. “You’re not giving them ‘the core’ if what you’re giving them is some sugarcoated simulacrum of philosophy that you’ve decided they can swallow.”
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Over pizza and iced tea, I asked him if he ever wondered whether his style of teaching might be inappropriate for a large state school like Auburn — if the cost of his approach is that he’s teaching to the few rather than the many. “My view is that you really fall into a trap when you start allowing what you believe about your students to dictate how you teach your discipline,” he answered. “Too often these days we end up setting up our courses in light of what we believe about our students and we end up not teaching them. At best, we end up housebreaking them.”
In Jolley’s ideal world, every student would catch the philosophy flame, but he knows this will never happen. He says that philosophy requires a certain rare and innate ability — the ability to step outside yourself and observe your own mind in the act of thinking. In this respect, Jolley recognizes that his detractors have a point when they criticize his approach to teaching. “It’s aristocratic in the sense that any selection based on talent is aristocratic,” he told me. “I know it offends everyone’s sense of democracy, this idea that everyone’s equal, but we all know that’s just not true.”
Perhaps the dispute between Jolley and his critics boils down to how you define great teachers. You typically think about them as being devoted, above all, to their students. Jolley says his first priority is to philosophy itself. “I care about the discipline of philosophy more than the academic fate of any individual student — and I think I should,” he said. “Otherwise I’m just a baby sitter who occasionally breaks into syllogism.”"
http://www.nytimes.com/2009/01/13/us/13physics.html
"At M.I.T., Large Lectures Are Going the Way of the Blackboard"
by Sara Rimer
January 12, 2009
The New York Times
"The physics department has replaced the traditional large introductory lecture with smaller classes that emphasize hands-on, interactive, collaborative learning. Last fall, after years of experimentation and debate and resistance from students, who initially petitioned against it, the department made the change permanent. Already, attendance is up and the failure rate has dropped by more than 50 percent.
M.I.T. is not alone. Other universities are changing their ways, among them Rensselaer Polytechnic Institute, North Carolina State University, the University of Maryland, the University of Colorado at Boulder and Harvard. In these institutions, physicists have been pioneering teaching methods drawn from research showing that most students learn fundamental concepts more successfully, and are better able to apply them, through interactive, collaborative, student-centered learning.
The traditional 50-minute lecture was geared more toward physics majors, said Eric Mazur, a physicist at Harvard who is a pioneer of the new approach, and whose work has influenced the change at M.I.T.
“The people who wanted to understand,” Professor Mazur said, “had the discipline, the urge, to sit down afterwards and say, ‘Let me figure this out.’ ” But for the majority, he said, a different approach is needed.
“Just as you can’t become a marathon runner by watching marathons on TV,” Professor Mazur said, “likewise for science, you have to go through the thought processes of doing science and not just watch your instructor do it.”
The problem, say Dr. Dourmashkin and others in the department, is that a lot of students had trouble doing that. The failure rate for those lecture courses, even those taught by the most mesmerizing teachers, was typically 10 percent to 12 percent. Now, it has dropped to 4 percent.
Another big concern was attendance.
John Belcher, a space physicist who arrived at M.I.T. 38 years ago and was instrumental in introducing the new teaching method nine years ago, was considered an outstanding lecturer. He won M.I.T.’s top teaching award and rave reviews from students. And yet, as each semester progressed, attendance in his introductory physics courses fell to 50 percent, as it did, he said, for nearly all of his colleagues."
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I don't really know what more to say on this subject, except that thinking about the nature of one's discipline, and the point of doing it, is not something you can really get away from. It influences everything one does in that discipline, down to the way one teaches introductory undergraduate classes (or, for that matter, high school classes).
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