As we prepare for a new
school year, many of us will write lectures either by choice or because we
feel or are told we must. I confess that I don’t like to lecture; I much
prefer to facilitate student discussion, which places the responsibility
for learning back on the students themselves. We have all experienced
mind-numbing lectures and (most of us!) have vowed not to do that to our
own students, but how do we break out of the mold in which we have been
shaped?
There is an extraordinary
tension in our culture between individual creativity and the creative
community, between originality and a shared body of knowledge, between the
acts of reading culture and writing culture. And our students are caught in
the middle.
This year, for the first
time, we made new student orientation mandatory. By “mandatory,” I mean
that a new student who doesn’t attend any of the orientation sessions would
get his schedule dropped. (Obviously, we had to run a whole bunch of
sessions on different days and times, so we did.) People on campus keep
commenting on how unusually smooth the first few days of class have been.
I get it. I really do.
Amazon is not interested in adding education to the verticals that it wants
to reinvent.
One topic I really enjoyed
in my high school art class was perspective, the artistic technique used to
create the illusion of depth in a picture. This is a concept that is also
studied in Geometry, and it is a concept that I found myself thinking of
this past week as I laughed at the fact that my daughter seems to be at a
point in her life where she thinks that the world revolves around her. This
perspecticve is at least partially caused by the nurturing neighborhood
that we live in, where everyone’s child is important and neighbors are
people to not only live next door to but to also socialize with us and
support us as we live our lives on a set of a few streets way off the
beaten path.
Last week I wrote about a
table of figures I find highly interesting, and earlier this week I found a
way to publish the table itself. At first glance, the numbers bring into
question the almost universally supposed efficiency of modern agricultural
practices and -- especially for those of us with active imaginations --
perhaps the supposed efficiency of modern industrial methods in general.
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