W H A T – I S – E X P E C T E D – I N – T H I S – C O U R S E ?
OR:
L I K E, W H A T – D O – I – N E E D – T O – K N O W ?
The first thing to remember if questions or concerns arise is what I call
Mantra One: When in doubt: Read the syllabus; Read ahead; Ask Questions.
What this means is that the syllabus is not only a list of lectures, discussions, and correlated readings (Nota Bene: to be read before lecture) it is an agreement, a covenant of sorts. The syllabus spells out as clearly as possible what we hope to achieve during the course, when it happens, and how each of us can best get where we are going. Read the syllabus. What you need to know should be clear from the outset. That is why we spend an entire class period focused on the syllabus outlining every aspect of the course, the readings, lectures, discussion, as well as class requirements and forms of evaluation. It is important that we are all on the same page. As Pascal suggested, ‘Things are most important in the beginning.’ Make an effort to understand course requirements and your responsibilities. Do your part now to be clear about what is expected and what you need to know and do. Please Note: I ask my students to read this page carefully at the beginning and end of the semester. I ask students to tell me how to improve the syllabus and how to be more clear about “What is expected?”
The Big Skinny is this: Most questions about the course are answered on the syllabus, and if they are not clear (according to Mantra One) you should ask questions. Better Now Than Later (a good Maxim). More generally, asking good questions is a good personal habit, a key to learning, and a critical social obligation: If you have a question, chances are others do too: Everyone learns from good questions. In addition to the syllabus, there is useful information at this WebSite designed to help students not only with this course but with University Life. For example, you will find all manner of information about How to Take Exams and How to Study and How to Take Notes in Lecture and How to Take Notes from Readings; and so forth. Reading and understanding this material will take effort. In the end, you will be the judge if it helps. This much is certain: You won’t know unless you read it and give it proper consideration. There is also Teaching Resources at this WebSite. It may help keep you on track and possibly assist you in other areas of academic life.
Further considerations require a frank confession: I’m wildly committed to my subject and sometimes exuberant about certain issues. To compensate, I make a special effort to provide different views and alternative interpretations of ideas and events. I do this to allow, indeed insist, that students decide matters for themselves. That is my main job. Many of the concepts addressed in this course are difficult. For this I make no apology. To address these complexities, I aim to communicate issues and ideas as clearly as possible. In class I do this with verbal examples and visual illustrations; with the Study Guide (which is required reading); and by means of outlines, diagrams, and descriptions found at my WebSite. If things are not clear, tell me. Sometimes things are as clear as possible but you might not like the feeling.
Being clear is important. But arguably, the central element in the entire enterprise is to ask challenging questions. It is important to recognize that the best questions often have no clear or widely accepted answer. Most are controversial. Our ongoing uncertainty about time-honored questions may make some students uncomfortable. Your job is to think about the questions and arrive at reasoned responses (not necessarily final answers) that you can live with, that is, responses you can defend with your best arguments and the available evidence. This humble university course offering, at its best, is an exercise in ‘Thinking About Thinking’. It aims to explore traditional approaches to Knowledge and Belief by examining the foundations of “science” and “learning” over time. Our aim is to explore the relations between information, knowledge, belief, and wisdom. In the end, we want to develop critical and creative thinking skills. Viewed in context, these concerns often blur the boundaries between science, philosophy, theology, and religion — each is a form of value-laden belief. In the end, the assumption is that it is better to begin thinking about “Really Big Questions” early in life. Just imagine stumbling across a basic human question for the first time on your 80th birthday. Do it now. If you learn about big questions early in life you can worry about them longer. In the bargain, rather than begin a Lucky and Meaningful Conversation with: “What is your sign?” you might ask: “I wonder what Pascal would say about that?”. There are unforeseen benefits to thinking really deep thoughts.
Some of the questions we ask are not for the feint of heart. We ask tough questions about ‘Reality’ and ‘Truth’ that have tricky and unexpected consequences. Arguably, the consequences have shaped the sinewy stuff of Western Culture. Moving across time and space, we consider questions about ‘Man, Nature, God’ and ‘Freedom, Fate, Choice’. Without these questions the History of Science would be a barren landscape. In the end, our failure to answer these questions to known perfection, or to reach some supposed state of certainty, is an all-too-human fact of life. Here I intend to expose every human frailty that time allows. At the end of the day, we want to think more clearly about what we think, what we value and why. Central to the enterprise is learning how to communicate, learning how to identify and defend our views with argument and evidence. Gaining these skills requires effort. It depends on your commitment to identify, question, and continually refine your views. In the end, it’s all about you.
This enterprise raises serious questions about who you think you are. As discussed elsewhere at this WebSite, having an opinion is not enough. If lazy and superficial won’t work, neither will it help to exclaim in a loud clear voice: ‘Well, that’s my opinion!’ In the University Community, as intelligent adults, we show respect for each other by expressing and questioning our deepest beliefs. This gesture involves trust and responsibility as well as courage and good sense. But if our objective is to learn about the world, the past, and ourselves, it is likely to produce some discomfort: As the sage suggested, ‘No pain, No gain’. To show respect for a person, then, does not mean accepting everyone’s opinion, as if all opinions had equal merit. There is no ‘Equality’ or ‘Democracy of the Intellect’. Instead, to be a proper ‘Citizen in the University Community’, each of us agrees to follow certain rules. Respect for oneself and for others means risking discomfort, it calls for a thoughtful ratio of Critical Thinking and what Enlightenment thinkers called Tolerance.
As you know, some members of our species spend their lives avoiding uncomfortable questions. Arguably, this is harmful to self and to others; it is unmindful of human possibilities. Here we side with Socrates: “The unexamined life is not worth living”. If this seems trite or heady, we might consider Einstein’s critique of modern human values and the Meaning of Life: “Comfort and convenience?” (he questioned): “Sounds like the philosophy of a pig”. Pursuing other porcine possibilities, we have sage advice from the pragmatist: “Never sing to a pig: First, it is a waste of your time. Second, it annoys the pig.” Sublime or silly, the message is simple. Learning to be a good human being takes effort. It involves risk and responsibility. And most of the stuff in your head is not yours. Your education is all about finding what is worth keeping. The entire educational enterprise, by design, is aimed at calling you into question. It aims to challenge whatever comfort zone you might think you occupy. And yes, history is relevant. Most of the interesting people are dead.
Finally, to underscore these general points (much of it quite preachy) in practical terms, there is a useful information available at this WebSite. This material is available 24/7. If you are curious about the History of Science and related issues, you will find useful bibliography, a major-league Study Guide, Timelines, Outlines, drawing and diagrams, fancy GIFs and TIFFs, Flash-Movies, and literally thousands of links to other WebSites. All of this is provided to facilitate ‘In-Class’ and ‘Out-of-Class’ learning. In addition to Web Resources, if you wish to discuss these or related matters, particularly if you are having a problem with your studies, please see me in Office Hours. As is clear from the syllabus, I urge students to take full advantage of Office Hours for consultation and discussion. I’m also available (‘Outside-of-Class’) by E-Mail: ufhatch@ufl.edu
And finally there is the issue of time management and good study habits. As mentioned, students will find information about Reading & Writing skills and related topics (See: Teaching Resources). Some students, particularly entering freshman, are not always clear about what is expected regarding ‘how much to study’.
Here is what I have written elsewhere:
How Much Study:
Serious students (studious students) study 50-60 hours a week. Although this should be no surprise (after all, in the ‘real world’ people rise at 6 or 7 am and work 8 hours or more each day) many freshmen do not trust this figure. But as a matter of record, University of Florida guidelines are clear: Undergraduates are expected to study a minimum of three (3) hours for each one (1) hour of class time. The mathematics is simple. If you have a 3-credit hour class, you will spend a minimum of 12 hours each week in that course (3 Hrs of Class + 9 Hrs of Study = 12 Hrs).. It is likely you will spend additional time with the Mid-Term and Final Exams, not to mention writing Research Essays.
Study Hours – Add it Up:
If you have an average course load of 15 credit hours the figures come to sixty (60) hours per week. This is a suggested minimum. But make no mistake, smart students spend more, and please note: If you are not unusually smart you may need to invest more time than smarter students. How do you know if you are smart? The paradox was summarized long ago by Pascal (a clever dead guy) who reminds us that a person who is lame can see he is lame. A silly person cannot see his problem so clearly. If you are really – really – really smart you will study as much as your body can endure. If you are not so gifted (or not so sure) you would be smart to study your level best. The trick (given our short time here) is to learn all the best stuff we can and to put it to best effect. Serious business I suppose. Perhaps another number will help frame the game, if game it be.
Another Statistic:
The second set of numbers suggests that for every three students entering the University of Florida one will not receive a degree. Many challenges confront entering freshman. The solution to the problem of studying is simple. Like a lot of things, it is easy to understand but difficult to do. For example, if you want to lose weight you need to take in fewer calories than you burn. Simple to understand. So too, if you want to develop good study skills you need to diet your time and discipline your activities. In the end, all the advice in the world is useless unless you use it.
To begin some concluding remarks: Most Professors recognize that being a Student is difficult. It is also a privilege that carries responsibility. You have a choice to read and study and think or not. As your Venerable Professor, I ask that you take time to consider your role in the Business of your Education. It is really your Business. You are Sole Proprietor. To make it profitable, develop a plan. If you need assistance, find it. Plenty of people want to help. Talk to your professors. Most work hard and they care about students. You should also know that some of your fellow students are smarter than some of your professors. Learn from them. As an aside, to preach further, smart people surround themselves with the smartest friends they can find. But make no mistake, being smart and learned is no end in itself. We never meet anyone who cannot teach us something. We are wise to seek signs in others of integrity, self-possession, and other forms of autonomy that cannot be inherited, schooled, or bestowed.
In the end–having preached too long–experience suggests we all Learn despite ourselves. Like it or not, we are all Teachers. But if we wish to help each other in these matters (and few things better define our Humanity) the first step is to recognize that, at minimum, Teaching Takes Two.
In sum:
Thinking about thinking is a tall-task. Learning to learn is the short-course. Start now. Never stop.
And if you can remember this, please E-Me on your 80th Birthday. There will be a short Quiz.
Please Note (a final request): I ask students to read this page carefully at the beginning and end of the semester — there are two clicks on the syllabus. I ask your help in improving the syllabus and this informational page. If there is something I might add to assist students in “knowing what is expected” please tell me: ufhatch@ufl.edu. Thanks.
Several other important issues. As discussed elsewhere at the WebSite, when writing papers or other submitted materials, be certain to give proper credit whenever you use words, phrases, ideas, arguments, and conclusions drawn from someone else’s work. Failure to give credit by quoting and/or footnoting is plagiarism and is unacceptable. Please read the detailed discussion of this issue at this WebSite (See Study Guide) as well as the University’s honesty policy. All students are responsible for understanding these and related policies.
Please do not hesitate to contact the instructor during the semester if you have any individual concerns or issues that need to be discussed. Students requesting classroom accommodation must first register with the Dean of Students Office. The Dean of Students Office will provide documentation to the student who must then provide this documentation to the instructor when requesting accommodation. Please note that it is the responsibility of the student to make these arrangements early in the semester. Please do not hesitate to meet with your instructor and discuss your concerns and specific needs.
Please note these big issues as a partial summary: Students must attend class, which is mandatory; late work is not accepted without an appropriate written explanation; all required work must be completed to receive course credit; students are responsible for obtaining class notes for any class that is missed; hard-copy of required work is mandatory (electronic attachments alone are not acceptable); keeping a back-up copy of your work is required and makes good sense. Written work must follow the indicated format given at the WebSite. Critically, students are expected to follow the University Honor Code. And importantly, again, students are urged to communicate regularly, particularly if they encounter difficulties. Mom was right: When in doubt, make a phone call, communicate your concerns, confront problems and opportunities. Now not later.
Hatch Mantra One – For The Course:
When in doubt: Read the syllabus; Read ahead; Ask Questions.
Hatch Mantra Two – For Reading, Writing, Speaking:
When in doubt: State thesis; State objectives; Outline the structure then analyze the argument & evidence; Identify the assumptions & audience; Indicate specific strengths and weaknesses, then state specifically how it could be improved.