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 (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. What
you need to know should be clear from the outset. That is why we spend
an entire class period outlining every aspect of the syllabus, the
readings, lectures, discussion, as well as course 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 be
clear about course requirements and your responsibilities. Do your part now to understand what
is expected and what you need to know. 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?" Please help. Students are individually responsible for reading and understanding the syllabus and all associated links. Tell me now and tell me at the end
of the course -- I want to hear your suggestions: ufhatch@ufl.edu.
The Big Skinny is this: Most questions about the
course are answered on the syllabus, and if not (according to Mantra
One) you should ask questions. Better Now Than Later (a good Maxim to generalize). Asking good questions is a good
personal habit, 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 you. This much is certain: You won't know unless you read it and understand
it. In addition to the Teaching
Bulletin, there is Teaching
Resources. These two sections of the WebSite will keep you on
track for this course and possibly help you in other areas of academic life.
Further considerations involve a confession:
I'm wildly committed to my subject and sometimes exuberant about certain
issues and episodes. To compensate, I make a special effort to provide
different views and alternative interpretations of ideas and events. I do this in order to
let students decide things 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 do my best 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. And again, I encourage questions. If things are not clear, you need to tell me.
Being clear is important. But arguably, my
principal job is to ask challenging questions. It is important to
recognize that sometimes the best questions have no clear answer. Some are controversial, some might be upsetting. Our ongoing
uncertainty about time-honored questions may make
some students uncomfortable. Your job in such situations 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 solid arguments and good evidence. This course, at its best,
is an exercise in 'Thinking About Thinking'. It aims to
explore traditional approaches and attitudes about Knowledge and Belief
by examining the changing foundations of "science" and "learning" over
time. We want to explore the relations between information, knowledge, belief, and wisdom -- how human beings relate knowledge and values in their life decisions and daily behavior. In the end, we want to develop critical and creative
thinking skills about these issues. Viewed in context, these issues sometimes blur the boundaries between science, philosophy, theology, and religion -- each is a form of value-laden belief. My own view of this kind of inquiry 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. Think about doing it now. If you learn about fundamental
questions early in your education you can worry about them a lot longer. In the bargain, rather than begin a Lucky 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.
The questions we ask are not for the feint
of heart. We ask difficult questions about 'Reality' and 'Truth',
again, questions that fail to distinguish between Science, Learning, Philosophy,
Theology, and Religion. Moving across time and space and a variety of
cultures, we consider questions about 'Man, Nature, God' and 'Freedom, Fate, Choice'. Without these kinds of questions the
History of Science would be an alien landscape. Our failure to answer
these questions to known perfection, or to reach some supposed 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. We want to develop
skills in communicating our views. Above all, we want to learn
how to identify and defend our views with argument and evidence. Gaining these
skills requires effort. The entire enterprise depends on
your commitment to challenge and refine your views.
This raises other questions. As discussed elsewhere
at this WebSite, having an opinion is not good enough. If lazy and
superficial won't work, neither will it help to exclaim in a loud 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 that
the process will produce 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 accepted as
a 'Citizen in the University Community', each of us must follow certain
rules. Respect for oneself and for others means risking discomfort and finding an appropriate ratio between Critical Thinking and what Enlightenment thinkers called Tolerance.
Some 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: "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. By design,
the entire educational enterprise aims to challenge your comfort zone.
Finally, to underscore these general points
in practical terms, there is a great deal of information available
at this WebSite to assist student learning. This material is available,
as they say: 24/7: All day, every day, everywhere. If you are curious
about the History of Science and related issues, you will find ample
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. Finally, 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 further information at this WebSite 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 Professor in this course, 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 and help yourself. If you need
assistance, find it. Plenty of people are willing to help you if you indicate your need.
In the end, experience suggests we all Learn
despite ourselves, and 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.
ufhatch@ufl.edu
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:
http://www.dso.ufl.edu/sccr/honorcodes/honorcode.php
Please also consult the following concerning syllabi and course grades:
http://www.ir.ufl.edu/fac_handbook/syllabi.htm
http://www.registrar.ufl.edu/catalog/policies/regulationgrades.html
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; all 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 finally, to repeat, 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.
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