Philosophy
Sarah Benson last encountered college mathematics 20 years ago in an undergraduate algebra class. Her sole experience teaching math came in the second grade, when the first graders needed help with their minuses.
And yet Ms. Benson, with a Ph.D. in art history and a master’s degree in comparative literature, stood at the chalkboard drawing parallelograms, constructing angles and otherwise dismembering Euclid’s Proposition 32 the way a biology professor might treat a water frog. Her students cared little about her inexperience. As for her employers, they did not mind, either: they had asked her to teach formal geometry expressly because it was a subject about which she knew very little.
It was just another day here at St. John’s College, whose distinctiveness goes far beyond its curriculum of great works: Aeschylus and Aristotle, Bacon and Bach. As much of academia fractures into ever more specific disciplines, this tiny college still expects — in fact, requires — its professors to teach almost every subject, leveraging ignorance as much as expertise.
“There’s a little bit of impostor syndrome,” said Ms. Benson, who will teach Lavoisier’s “Elements of Chemistry” next semester. “But here, it’s O.K. that I don’t know something. I can figure it out, and my job is to help the students do the same thing. It’s very collaborative.”
Or as St. John’s president, Chris Nelson (class of 1970), put it with a smile only slightly sadistic: “Every member of the faculty who comes here gets thrown in the deep end. I think the faculty members, if they were cubbyholed into a specialization, they’d think that they know more than they do. That usually is an impediment to learning. Learning is born of ignorance.”
Students who attend St. John’s — it has a sister campus in Santa Fe, N.M., with the same curriculum and philosophies — know that their college experience will be like no other. There are no majors; every student takes the same 16 yearlong courses, which generally feature about 15 students discussing Sophocles or Homer, and the professor acting more as catalyst than connoisseur.
What they may not know is that their professor — or tutor in the St. John’s vernacular — might have no background in the subject. This is often the case for the courses that freshmen take. For example, Hannah Hintze, who has degrees in philosophy and woodwind performance, and whose dissertation concerned Plato’s “Republic,” is currently leading classes on observational biology and Greek.
“Some might not find that acceptable, but we explore things together,” said Ryan Fleming, a freshman in Ms. Benson’s Euclid class. “We don’t have someone saying, ‘I have all the answers.’ They’re open-minded and go along with us to see what answers there can be.”
Like all new tutors, Ms. Benson, 42, went through a one-week orientation in August to reacquaint herself with Euclid, and to learn the St. John’s way of teaching. She attends weekly conferences with more seasoned tutors.
Her plywood-floor classroom in McDowell Hall is as almost as dim and sparse as the ones Francis Scott Key (valedictorian of the class of 1796) studied in before the college’s original building burned down in 1909. Eight underpowered ceiling lights barely illuminated three walls of chalkboards. While even kindergarten classrooms now feature interactive white boards and Wi-Fi connected iPads, not one laptop or cellphone was visible; the only evidence of contemporary life was the occasional plastic foam coffee cup.
The discussion centered not on examples and exercises, but on the disciplined narrative of Euclid’s assertions, the aesthetic economy of mathematical argument. When talk turned to Proposition 34 of Book One, which states that a parallelogram’s diagonal divides it into equal areas, not one digit was used or even mentioned. Instead, the students debated whether Propositions 4 and 26 were necessary for Euclid’s proof.
When a student punctuated a blackboard analysis with, “The self-evident truth that these triangles will be equal,” the subliminal reference to the Declaration of Independence hinted at the eventual braiding of the disciplines by both students and tutors here. So, too, did a subsequent discussion of how “halves of equals are equals themselves,” evoking the United States Supreme Court’s logic in endorsing segregation 2,200 years after Euclid died.
Earlier in the day, in a junior-level class taught by a longtime tutor about a portion of Newton’s seminal physics text “Principia,” science and philosophy became as intertwined as a candy cane’s swirls. Students discussed Newton’s shrinking parabolic areas as if they were voting districts, and the limits of curves as social ideals.
One student remarked, “In Euclid before, he talked a lot about what is equal and what isn’t. It seems here that equality is more of a continuum — we can get as close as we want, but never actually get there.” A harmony of Tocqueville was being laid over Newton’s melody.
The tutor, Michael Dink, graduated from St. John’s in 1975 and earned his master’s degree and Ph.D. in philosophy from the Catholic University of America. Like most professors here, he long ago traded the traditional three-course academic career — writing journal articles, attending conferences and teaching a specific subject — for the intellectual buffet at St. John’s. His first year included teaching Ptolemy’s “Almagest,” a treatise on planetary movements, and atomic theory. He since has taught 15 of the school’s 16 courses, the exception being sophomore music.
“You have to not try to control things,” Mr. Dink said, “and not think that what’s learned has to come from you.”
This ancient teaching method could be making a comeback well beyond St. John’s two campuses. Some education reformers assert that teachers as early as elementary school should lecture less at the blackboard while students silently take notes — the sage-on-the-stage model, as some call it — and foster more discussion and collaboration among smaller groups. It is a strategy that is particularly popular among schools that use technology to allow students to learn at their own pace.
Still, not even the most rabid reformer has suggested that biology be taught by social theorists, or Marx by mathematicians. That philosophy will continue to belong to a school whose president has joyfully declared, “We don’t have departmental politics — we don’t have departments!”
Anthony T. Grafton, a professor of history at Princeton and president of the American Historical Association, said he appreciated the approach.
“There’s no question that people are becoming more specialized — it’s natural for scholars to cover a narrow field in great depth rather than many at the same time,” he said. “I admire how St. John’s does it. It sounds both fun and scary.”
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Philosophy
Physicists to Teach Poetry
"Seeing Value in Ignorance, College Expects Its Physicists to Teach Poetry"
by
Alan Schwarz
October 16th, 2011
The New York Times
by
Alan Schwarz
October 16th, 2011
The New York Times
Sarah Benson last encountered college mathematics 20 years ago in an undergraduate algebra class. Her sole experience teaching math came in the second grade, when the first graders needed help with their minuses.
And yet Ms. Benson, with a Ph.D. in art history and a master’s degree in comparative literature, stood at the chalkboard drawing parallelograms, constructing angles and otherwise dismembering Euclid’s Proposition 32 the way a biology professor might treat a water frog. Her students cared little about her inexperience. As for her employers, they did not mind, either: they had asked her to teach formal geometry expressly because it was a subject about which she knew very little.
It was just another day here at St. John’s College, whose distinctiveness goes far beyond its curriculum of great works: Aeschylus and Aristotle, Bacon and Bach. As much of academia fractures into ever more specific disciplines, this tiny college still expects — in fact, requires — its professors to teach almost every subject, leveraging ignorance as much as expertise.
“There’s a little bit of impostor syndrome,” said Ms. Benson, who will teach Lavoisier’s “Elements of Chemistry” next semester. “But here, it’s O.K. that I don’t know something. I can figure it out, and my job is to help the students do the same thing. It’s very collaborative.”
Or as St. John’s president, Chris Nelson (class of 1970), put it with a smile only slightly sadistic: “Every member of the faculty who comes here gets thrown in the deep end. I think the faculty members, if they were cubbyholed into a specialization, they’d think that they know more than they do. That usually is an impediment to learning. Learning is born of ignorance.”
Students who attend St. John’s — it has a sister campus in Santa Fe, N.M., with the same curriculum and philosophies — know that their college experience will be like no other. There are no majors; every student takes the same 16 yearlong courses, which generally feature about 15 students discussing Sophocles or Homer, and the professor acting more as catalyst than connoisseur.
What they may not know is that their professor — or tutor in the St. John’s vernacular — might have no background in the subject. This is often the case for the courses that freshmen take. For example, Hannah Hintze, who has degrees in philosophy and woodwind performance, and whose dissertation concerned Plato’s “Republic,” is currently leading classes on observational biology and Greek.
“Some might not find that acceptable, but we explore things together,” said Ryan Fleming, a freshman in Ms. Benson’s Euclid class. “We don’t have someone saying, ‘I have all the answers.’ They’re open-minded and go along with us to see what answers there can be.”
Like all new tutors, Ms. Benson, 42, went through a one-week orientation in August to reacquaint herself with Euclid, and to learn the St. John’s way of teaching. She attends weekly conferences with more seasoned tutors.
Her plywood-floor classroom in McDowell Hall is as almost as dim and sparse as the ones Francis Scott Key (valedictorian of the class of 1796) studied in before the college’s original building burned down in 1909. Eight underpowered ceiling lights barely illuminated three walls of chalkboards. While even kindergarten classrooms now feature interactive white boards and Wi-Fi connected iPads, not one laptop or cellphone was visible; the only evidence of contemporary life was the occasional plastic foam coffee cup.
The discussion centered not on examples and exercises, but on the disciplined narrative of Euclid’s assertions, the aesthetic economy of mathematical argument. When talk turned to Proposition 34 of Book One, which states that a parallelogram’s diagonal divides it into equal areas, not one digit was used or even mentioned. Instead, the students debated whether Propositions 4 and 26 were necessary for Euclid’s proof.
When a student punctuated a blackboard analysis with, “The self-evident truth that these triangles will be equal,” the subliminal reference to the Declaration of Independence hinted at the eventual braiding of the disciplines by both students and tutors here. So, too, did a subsequent discussion of how “halves of equals are equals themselves,” evoking the United States Supreme Court’s logic in endorsing segregation 2,200 years after Euclid died.
Earlier in the day, in a junior-level class taught by a longtime tutor about a portion of Newton’s seminal physics text “Principia,” science and philosophy became as intertwined as a candy cane’s swirls. Students discussed Newton’s shrinking parabolic areas as if they were voting districts, and the limits of curves as social ideals.
One student remarked, “In Euclid before, he talked a lot about what is equal and what isn’t. It seems here that equality is more of a continuum — we can get as close as we want, but never actually get there.” A harmony of Tocqueville was being laid over Newton’s melody.
The tutor, Michael Dink, graduated from St. John’s in 1975 and earned his master’s degree and Ph.D. in philosophy from the Catholic University of America. Like most professors here, he long ago traded the traditional three-course academic career — writing journal articles, attending conferences and teaching a specific subject — for the intellectual buffet at St. John’s. His first year included teaching Ptolemy’s “Almagest,” a treatise on planetary movements, and atomic theory. He since has taught 15 of the school’s 16 courses, the exception being sophomore music.
“You have to not try to control things,” Mr. Dink said, “and not think that what’s learned has to come from you.”
This ancient teaching method could be making a comeback well beyond St. John’s two campuses. Some education reformers assert that teachers as early as elementary school should lecture less at the blackboard while students silently take notes — the sage-on-the-stage model, as some call it — and foster more discussion and collaboration among smaller groups. It is a strategy that is particularly popular among schools that use technology to allow students to learn at their own pace.
Still, not even the most rabid reformer has suggested that biology be taught by social theorists, or Marx by mathematicians. That philosophy will continue to belong to a school whose president has joyfully declared, “We don’t have departmental politics — we don’t have departments!”
Anthony T. Grafton, a professor of history at Princeton and president of the American Historical Association, said he appreciated the approach.
“There’s no question that people are becoming more specialized — it’s natural for scholars to cover a narrow field in great depth rather than many at the same time,” he said. “I admire how St. John’s does it. It sounds both fun and scary.”
- Does Learning Science Mean Doing Science?
As an undergrad I majored in both philosophy and physics and I have a confession my former physics profs will surely not like -- everything I know about physics, I learned from my theory classes. You see, science classes come in two flavors. There are...
- Online Classes...having Problems
"The Trouble With Online College" February 18th, 2013 The New York Times Stanford University ratcheted up interest in online education when a pair of celebrity professors attracted more than 150,000 students from around the world to a noncredit, open...
- A Great Question
"What Is College For?" by Gary Gutting December 14th, 2011 The New York Times Most American college students are wrapping up yet another semester this week. For many of them, and their families, the past months or years in school have likely involved...
- End Of Physics Degree At Tennessee State University
Well, I suppose this is the smart thing to do and it does affect other programs. "TSU's dumping of physics degree came down to numbers" Program graduated only 23 in 10 years by Jennifer Brooks June 17th, 2011 tennessean.com For Tennessee State...
- M.i.t. Making Lecture Changes In Physics
PLUS EQUALS And so M.I.T. will abandon the large lecture hall. They, with the black boards, will die like the dinosaurs and be replaced with high technology methodologies to interact with students. Despite nostalgia, this could be a good thing. "At...