due date for co-cur #3 & research paper (posted 30 Nov. 2015) 

It is not so very important for a person to learn facts. For that he does not really need a college. He can learn them from books. The value of an education in a liberal arts college is not the learning of many facts but the training of the mind to think something that cannot be learned from textbooks. (Albert Einstein, 1921, in response to Thomas Edison’s opinion that a college education is useless)

The growing precision of our understanding should enhance, and not diminish our sense of wonder. (Alfred Brendel)

In much wisdom is much vexation, and those who increase knowledge increase in sorrow. (Ecclesiastes 1.18)

Education is not the filling of a pail, but the lighting of a fire. (William Butler Yeats)

You must unlearn what you have learned. (Yoda, Star Wars V: Empire Strikes Back)

The unexamined life is not worth living. (Socrates [Plato, Apology, 38a])

ΕΝ ΟΙΔΑ ΟΤΙ ΟΥΔΕΝ ΟΙΔΑ. (= Ἓν οἶδα ὅτι οὐδὲν οἶδα.; Socrates)

ΓΝĹΘΙ ΣΕΑΥΤΟΝ. (= Γνῶθι σεαυτόν.; Temple of Apollo at Delphi)



Na home


Westminster College

Inquiry 111 (S2 & S9): Seeing Anew . . . Again

Fall 2015

Welcome to Westminster College and to Inquiry 111. The course title describes our general objective, which is to inquire and learn how to learn, especially by learning how to formulate and refine questions. For details, please see the the Inquiry reader.


Outcomes and Objectives

Inquiry 111 introduces first-year students to liberal arts education and to equip them with skills essential to their success at college and in the wider world. For more information about the First-Year Program, read the "Introduction to the First-Year Program" in the textbook Inquiry 111. Read also about the Westminster Plan.

There are three outcomes and objectives of Inquiry 111:

  1) articulate and practice the values and methods of liberal arts education through opportunities to
study liberal arts practices and theories
recognize the greater expectations associated with college-level work and develop appropriate critical thinking and information literacy skills
consider moral and ethical responsibilities we have to various communities as a result of our education
  2) engage, experience and explain different ways of knowing through opportunities to
examine and compare each of the Intellectual Perspectives as ways of knowing
recognize and respect different worldviews
challenge our own assumptions to promote inquiry and intellectual growth
  3) pursue interdisciplinary study and discussion of important issue through opportunities to
investigate and discuss significant or controversial issues from multiple cultural and intellectual perspectives
engage diverse views of common readings and issues
participate in an active learning community sharing a first-year experience

As we pursue these Inquiry aims, and as we cultivate the appreciation of reading, writing, and exploring different ideas, you can expect this course to be full of challenging, enlightening, exciting, frustrating, and rewarding experiences.


Requirements and evaluation for the course


See the "Introduction to the First-Year Program" in Inquiry 111 for information on
  • Attendance Requirements (See my Evaluation page under Participation for my attendance policy.)
  • Absences from Examinations
  • Academic Culture and Etiquette (N.B. Westminster's Academic Integrity Policy; also see my note on plagiarism)
  • Co-curricular Activities
  • Computer & Network Orientation
  • The Learning Center


For my criteria for evaluation of assignments go to Evaluation and read the information carefully.

  • If you have any questions about any assignment, please ask in class or make an appointment to see me.

  • If you have any questions about any evaluation or how you are doing in the course, please make an appointment to see me.



Assigned readings should be completed before the class for which they are assigned—use your best judgment to divide the readings evenly for each week. Occasionally I may assign additional readings, but these will ordinarily be short. You must come to class with at least 2 written questions or comments in response to the readings (see Participation). Cultivate the ability to ask informed questions about the readings based on the knowledge you gain along the way; the demonstration of your ability to formulate questions will affect the evaluation of your semester grade. The primary focus of the course will be on discussing the bolded assigned readings in class (see schedule below). Keeping notes on the readings is highly recommended. I would encourage you to use this form for every reading assignment (also on my.westminster).

N.B.: Not all the assigned readings may be covered in class discussions or exams, but they are assigned for your edification in achieving the goals of the course. The more you refer to them in class and in your work, the better your mastery of the readings will be. Your use of them in class discussion and in your work will affect the evaluation of your semester grade.

In the schedule below is a link for a variety of recommended "readings" (e.g., articles, movies). Although they are not required, you may find them helpful, humorous, stimulating, useful, etc.


You will prepare a 10-minute PowerPoint presentation of

the main idea(s) or point(s) of the reading assignment(s)—see the course schedule belownew

your critique or response to (any part of) the reading assignment (including references to previous readings)this should be the focus and main portion of the presentationnew

Include within your presentation critical questions, challenges, discoveries, insights, etc. for the class discussion that will follow your 10-minute presentation.

See my Evaluation page under Presentations for evaluation criteria. Submit your PowerPoint presentation on the R-drive before coming to class to present (Assignments folder; file name = "last name presentation.ppt").


All students will fill out an evaluation sheet, which will be 1) used to offer peer critique to the presenter and 2) collected by me to review students' critical ability and participation.



You will write a paper (600–800 words) after the week we spend in the library for information literacy instruction. See the schedule below and ask the instructor for further details on the library

co-curricular activities

You will attend or participate in at least 3 co-curricular activities (you are encouraged to attend as many and as often as you can). They can be plays, speeches, campus events, community service, etc.

  • One must be a performance art (e.g., visual, musical, theatrical, oral).
  • You may choose from among the various activities available throughout the semester. If you are not sure something qualifies as a co-curricular activity, ask me before you write the paper.

newFor 3 co-curricular activities of your choosing, you must submit a reflection paper (800–1,200 words) on The substantial portion of the reflection paper should articulate your critical reflection on the co-curricular activity and how it relates to:

  • at least one of the readings thus far in the semester and
  • the summer reading
Incorporate your reflections on how the co-curricular activity relates to liberal arts education and to Inquiry themes. Include in a footnote information about the co-curricular, e.g., title of the event, kind of activity, place, date, time, duration, attendees.

Follow the guidelines for Written assignments. Submit your paper at with the following pattern for file names: last name co-cur 1.doc.

Peer critique
In order to explore writing as an academic discipline, we will spend three classes evaluating and editing one another's papers. After the October co-curricular papers have been submitted by all students, you will all be given the chance to read each other's papers. Given the criteria of evaluation in the syllabus, you will write comments and decide on a grade for each paper. We will spend time in class to evaluate as a class passages from every paper. One objective of this exercise will be to become better readers and editors, thereby also better writers. Another objective is to become acquainted with the practice of peer review and the benefits of feedback. Be prepared to discuss in class your experience of evaluating and editing others' papers on your own and together in class, as well as receiving peer critique of your writing.



You will write a research paper (1,500–2,000 words) on a topic of your choice. Make an appointment as soon as possible to discuss your topic with me. Whatever your topic and thesis, make sure that connections with Inquiry themes and materials, including the summer reading, are evident in your final work. You are expected to learn the discipline of continual research, writing, and editing throughout the semester. You may find the Tips for writing papers helpful.

You must submit (in one file on a paper proposal that includes:

a thoughtful and clear articulation of your research interestthe more detailed, narrower, and specific the research interest, the better (try to formulate a thesis)


a preliminary bibliography that includes at least 10 secondary sources (besides course textbooks and reference books) you found to be promising for your paper, including 5 periodical (journal) articles (newspapers and magazines are acceptable if appropriate for your paper)

Electronic sources count only if you provide evidence that they are scholarly sources. Use the Chicago Manual of Style (or Turabian) for footnotes and the bibliography.

Submit your proposal as early as possible in the semester, so that it can be approved for you to begin work. Make an appointment as early as you can to bring a hard copy of your proposal for discussion and approval.

You are strongly encouraged to make further appointments for feedback on your progress.

The paper should represent original work (i.e., your own thoughts), not a mere digest of other people’s opinions. Your own reading and re-reading of the relevant texts, as well as review of other materials, are fundamental to the task. I want to know what you discover in your engagement with the text(s)—a "text" can be written works, art works, music, plays, movies, interview, research results, poll data etc.—whether or not you agree with the authors or the opinions presented in class, including mine.


Focus on honing your ability (1) to argue for your opinions and conclusions persuasively and (2) to support them with evidence from texts (especially primary sources) and other relevant sources.

Your final bibliography (N.B.: not works cited) must contain at least 8 sources used in your paper, including 4 periodical (journal) articles.

Electronic sources count only if you provide evidence that they are scholarly sources.


Use the Chicago Manual of Style (or Turabian) for footnotes (or endnotes) and the bibliography. Learn the automatic footnote (and endnote) function of your word processor.

Follow all the instructions given on my Evaluation page under Written assignments.


Throughout the semester, you will be responsible for learning significant terms covered in our texts or in class (see the “terms” file on D2L). You will be responsible for the definitions. Use (1) the course texts, e.g., glossary, index, (2) the resources listed in "Resources to consider" below, or (3) any other appropriate sources of information. The terms may constitute a part of any quiz or exam.




There will be 2 quizzes (ca. 30 minutes) and a midterm exam (ca. 45 minutes). They will cover the materials in the course you will have learned by the time of the tests. There may be pop quizzes, the results of which will affect the evaluation of your participation. See my Evaluation page under Quizzes and examinations.


Grades will be assigned as fairly as possible. See my Evaluation page under Grades for more information. The final grade for the course will consist of the following:

  • research paper — 30%new
  • participation (including pop quizzes) — 10%
  • presentation — 10%
  • library assignment — 10%new
  • 3 co-curricular reflection papers — 30%
  • midterm exam — 10%
  • quiz #1 & 3  — 10%

Participation is a significant part of this course.

See my Evaluation page under Participation

for more information and instructions.



You may earn extra credit any time during the semester.

  • Submit a paper consisting of 700–1,000 words critically relating something from popular culture (e.g., movie, play, TV show, book, any performance) to a particular course topic or text (consult the instructor for approval). The paper should demonstrate your ability to analyze popular culture in connection with Inquiry texts and themes (including the summer reading).
  • The paper should be mostly critique (not mere summary or description).

N.B.: The instructor reserves the right to make the final determination concerning any extra credit. You can earn a maximum of 5% toward the final grade. You may write more than one, if you wish, but you will not receive more than 5% total in extra credit.


Required books

Inquiry 111. Littleton: Tapestry Press, 2015.

Skloot, Rebecca, The Immortal Life of Henrietta Lacks. New York: Broadway Paperbacks, 2011. [summer reading]

Steven E. Levitt and Stephen J. Dubner. Freakonomics: A Rogue Economist Explores the Hidden Side of Everything. New York: Harper Perennial, 2009.


Recommended books (* = highly recommended)

Anderson, Walter Truet. Reality Isn't What It Used to Be: Theatrical Politics, Ready-to-Wear Religion, Global Myths, Primitive Chic, and Other Wonders of the Postmodern World. San Francisco: HarperOne, 1992.

* Bloom, Allan. The Closing of the American Mind. New York: Simon & Schuster, 1987.

Cunningham, Lawrence S. and John J. Reich. Culture & Values: A Survey of the Humanities. 6th edition. Belmont: Wadsworth, 1990.

* Kuhn, Thomas S. The Structure of Scientific Revolutions. 3rd ed. Chicago: University Of Chicago Press, 1996.

* Levitt, Steven D. and Stephen J. Dubner. SuperFreakonomics: Global Cooling, Patriotic Prostitutes, and Why Suicide Bombers Should Buy Life Insurance. New York: William Morrow, 2009.

Naugle, David K. Worldview: The History of a Concept. Grand Rapids: William B. Eerdmans, 2002.

*  Percy, Walker. Lost in the Cosmos: The Last Self-Help Book. New York: Picador, 1983.

*  _______. The Message in the Bottle: How Queer Man is, How Queer Language Is, and What One Has to Do With the Other. New York: Picador, 2000.

*  _______. Signposts in a Strange Land. New York: Picador, 1991.

* Strunk, William, Jr., and E. B. White. The Elements of Style. New York: Macmillan Publishing, 1979. (See my Resources page under Miscellaneous for the first edition of Strunk.)


Resources to consider

See my Resources page for McGill, AV, and Web resources.

R-drive: course folder and the “NaFiles” folder

Course pages on my.westminster


Keeping in touch

During the semester check your e-mail regularly for messages regarding course matters (e.g., changes in the syllabus). Visit and reload (refresh) this page for updates to the syllabus; see also my homepage for other information and resources related to the course. Please feel free to make an appointment any time about any course matters.


Tips from former students

For some practical advice from former students, see the tips page.


One last word . . .

Regardless of how demanding all of this is, I promise to be as fair as possible. I recognize that you will be very busy this semester pursuing various obligations and passions. I understand. I have my passions too, e.g., my family, music, philosophy, nature, mountain biking, fixing things, food. But I am also very passionate about education, both yours and mine—I mean not just the business of acquiring knowledge but more importantly the total development of honorable human beings. I do not require you to share my excitement about all the things we will cover, but I do expect you to do your best to complete the requirements for the course. To help you do that, I will make myself available outside the class time and the office hours. I will be glad to help you when you are struggling with an assignment. Or if you have any questions, concerns, complaints, and even compliments, I will do my best to take the time to listen and offer my response. Keep in mind that I am here to help you learn. So again, welcome to Westminster and to Inquiry 111.

Course schedule

S2:   MWF   0920–1020   TC 315
S9:   MWF   1400–1500   PH 110

INQ 111

= required

+ = in the library (N.B.: Please do not check them out, so that others may read them in the library.)

bold = primary text(s) for presentation or class (discussion)

> = recommended / suggested

Week 1


Aug 31M

Sep 2

Sep 4

General orientation: introduction to Inquiry 111 & liberal arts education

Course syllabus (including Evaluation link; review requirements, expectations, and criteria for grading—ask Qs, if you have any)

Inquiry preliminaries: Inquiry, v–xix
Westminster College Mission Statement

Westminster College Academic Integrity Policy

The Westminster Plan (also online)
What is Liberal Education? (cf. online)

Statement on Liberal Learning (also online)

Fisher: Effective Learning (pp. 3 & 6; also in Inquiry text)

Newman: The Idea of a University (excerpts)

Think about the research paper topics

Remember: bring your written Qs & Cs to each class (see Participation).

Copy all relevant Web pages and resources to your hard disk or flash drive, etc. for easy access. Keep the copies updated.

>Recommended readings

•World-view (ppt link)

Optical conditioning

Optical illusion

World-view (context & perspective)

my room (also here)

Number chaos-order

What do you see?

Xmas Quiz

Greek NT: 1st page

Transmission errors



notes in class

Week 2


Sep 7 M

Sep 9

Sep 11

Intro to Inquiry 111 & liberal arts education

Newman: The Idea of a University (excerpts)

Westminster College Mission Statement

The Westminster Plan (also online)
Finkelmeyer: Grades
Josefson: Learning Is Not Fun (find an online copy)

Plato: Allegory of the Cave (take notes showing analysis of the allegory): draw the cave described in the allegory
Andersen: The Emperor's New Clothes
Fiamengo: "The Unteachables: A Generation that Cannot Learn"

>Movie The Matrix (highly recommended for comparison with Plato; can be borrowed from AV)

>The Greeks (interactive site): read about Socrates, Plato, etc.

>Do you know how to think? (a self-exam)

>Recommended reading

Week 3

Sep 14 M

Sep 16

Sep 18

Epistemology: What's worth knowing?
• multitude of perspectives (Can a physicist & a mystic see together? Can biology majors & English majors talk? Seeing is believing?)

Sep 18: no class (fill out CIRP survey; work on paper topics, research)

Plato : Allegory of the Cave (Plato study guide)
Shapiro: Liberal Education, Moral Education (Shapiro study guide)

Parable of the Blind Men and the Elephant

Calandra: Angels on a Pin

Josefson: Learning Is Not Fun

>The Matrix (highly recommended movie for comparison with Plato; can be borrowed from the library)

Week 4


Sep 21 M

Sep 23

Sep 25

Going institutional: the purpose of liberal arts education: seeing through (despite) veils?

Sep 23 for section S9

Sep 25 for section S2

Read Dr. Perkins's story "Conceptual Art and Galvanizing" in the Inquiry reader and see the video below before attending his talk in Witherspoon-Lakeview; bring at least 2 questions to ask the author (esp. about writing).

Csikszentmihalyi: Veils of Maya

Newman: The Idea of a University (excerpts)

Westminster College: Mission Statement

Propaganda Alert & Questions to Ask (N.B.: helpful for reading texts & writing research papers)

>Recommended readings

Week 5


Sep 28 M

Sep 30

Oct 2

Self knowledge: growing pains, growing gains

Sep 28: Quiz 1

Csikszentmihalyi: Veils of Maya

Maslow: Defense and Growth

Propaganda Alert & Questions to Ask: (N.B.: helpful for reading texts & writing research papers)

Week 6


Oct 5 M

Oct 7

Oct 9

Information literacy instruction

words and world(s): epistemology and language • the art of thinking & the art of questioning

Oct 5–9: meet in McGill Hub; see D2L for the library week materials before Monday's class

Genesis: The Tree of Knowledge; also read my brief commentary on Genesus 3.1–6

Gioia: Words (also here)

>Calendar matters

Oct 7: Henderson Lecture: 7 PM, Witherspoon-Maple (attendance highly recommended).

Week 7


Oct 12 M

Oct 14

Oct 16

The human condition: the Genesis of the human condition

words and world(s): epistemology and language • the art of thinking & the art of questioning

Genesis: The Tree of Knowledge; also read my brief commentary on Genesus 3.1–6

Gioia: Words (also here)

Presentation evaluation: be ready to offer each presenter good critique (focus is not on summary but on the critical response evident in the presentations)

a helpful reminder (cf. the fist week)new

Oct ???: movie night with the Nas 7:49 PM-ish

Feel free to bring DVDs of movies you think your classmates should see. For directions click here.

Week 8


Oct 19 M

Oct 21

Oct 23

Oct 24–27


Cross-cultural (mis)understanding: hermeneutical circles and contexts

Oct 21: midtermnew

Oct 23 Presentation (Levitt & Dubner OR Rachels OR Menkiti): Abbott (moved to week 14); Honew


Course syllabus (including Evaluation link; review requirements, expectations, and criteria for grading—ask Qs, if you have any)

The Westminster Plan (also online)
What is Liberal Education? (cf. online)
Statement on Liberal Learning (also online)

Fisher: Effective Learning (also in Inquiry text)

Csikszentmihalyi: Veils of Maya

•“Does Morality Depend on One's Culture?” (take notes on video in class)

Rachels: "The Challenge of Cultural Relativism" or here

Menkiti: Person and Community in African Traditional Thought (pp. 19–22; reading guide)

Bohannan: Shakespeare in the Bush

Miner: "Body Ritual Among the Nacirema" (also here)

Levitt & Dubner: An Explanatory Note; Introduction; Bonus Matter

Presentation evaluation: be ready to offer each presenter good critique (focus is not on summary but on the critical response evident in the presentations)

>Recommended readings

•Taking Sides (study questions):

Herskovits: "Cultural Relativism and Cultural Values"


Pojman: "Ethical Relativism: Who's to Judge What's Right and Wrong?"

Week 9


Oct 28 W

Oct 30

Nov 2

Ethics: How to live with others? Who is the neighbor in "The Good Samaritan"? Who is my neighbor?

Oct 28: Faculty Scholarship Panels (co-cur options throughout the day)

Oct 28 Presentation (Luke OR Levitt & Dubner): Cochrane; Liechty (moved to week 12);

Oct 30 Presentation (Luke OR Levitt & Dubner): Klinedinst; Ludwig
Nov 2 Presentation (Levitt & Dubner): Livoti; McClellan

Winthrop: A Model of Christian Charity

Mill: Representative Government, ch. 3

Luke: The Good Samaritan (reading guide)

also read Cotton Patch: Lk 10.25–37)

Levitt & Dubner: ch. 1: schoolteachers & sumo wrestlers

>The Cotton Patch NT

>"The Parable of the Good Samaritan" with a humorous twist

>Hughes: Let America Be America Again

>Kennedy: Inaugural address

Propaganda Alert & Questions to Ask (N.B.: helpful for reading texts & writing research papers)

>Recommended readings

Frog leap test (for fun & challenge)

   Election Day Nov 3 

Week 10


Nov 4 W

Nov 6

Nov 9

The arts: The other arts in liberal arts • Debate: hearing or sight?

Nov 4 Presentation (Levitt & Dubner): Moon; Nestor

Nov 6 Presentation (Copland OR Levitt & Dubner): O'Connell; Shifflett
Nov 9 Presentation (Copland): Rayburn; Smith

Levitt & Dubner: ch 2: Ku Klux Klan & real estate agents; "Why Vote" (pp. 23842)

Copland: What to Listen for in Music

Cox: Strategies for Looking (cf. context & perspective)

Scudder: Learning to See

Propaganda Alert & Questions to Ask (N.B.: helpful for reading texts & writing research papers)

Week 11


Nov 11 W

Nov 13

Nov 16

Citizenship: liberal arts, civil rights, and law

Nov 13 Presentation (King OR Levitt & Dubner): Rhoades; Tammaro

Nov 16 Presentation (Geroge): Shanholtz; Wike

Levitt & Dubner: ch. 3: drug dealers

Mill: Representative Government, ch. 3; also here

Letter from clergy

King: Letter from Birmingham Jail

George: "Natural Law and Civil Rights" (also read this introduction)

Propaganda Alert & Questions to Ask (N.B.: helpful for reading texts & writing research papers)

>Recommended readings

Peer paper critique

Week 12


Nov 18 W

Nov 20

Nov 23


Nov 25–29


Science: The art of thinking and of questioning • How "objective" is "science"? To whom should we listen? Why?

Nov 18 Presentation (Levitt & Dubner OR Einstein): Simmons; Liechtynew

Nov 20: “Does Morality Depend on One's Culture?” (take notes on video in class; cf. Rachels, Menkiti, Bohannan, Miner, Blind Men and the Elephant)

Nov 23: Quiz 3

Course syllabus (including Evaluation link; review requirements, expectations, and criteria for grading—ask Qs, if you have any)

Levitt & Dubner: ch. 4: criminals

Charles Seife's Proofiness: The Dark Arts of Mathematical Deception

John D. Mueller, "Dismal Science" (click on "view as PDF" for the print version)


John J. Donohue III and Steven D. Levitt, "The Impact of Legalized Abortion on Crime"

(cf. "Further Evidence that Legalized Abortion Lowered Crime: A Reply to Joyce" & Freakonomics, chap. 4: "Where Have All the Criminals Gone")

Einstein: Science and Religion (N.B. Einstein's claim: "No amount of experimentation can ever prove me right; a single experiment can at any time prove me wrong.")

See also this or this.

Dawkins: "Science, Delusion and the Appetite for Wonder"

Dawkins-McGrath debate (23 Mar 2007): part 1; part 2 (also 7-part video)

McGrath-Atkins debate (27 Mar 2007; 1hr 19min)

Propaganda Alert & Questions to Ask (N.B.: helpful for reading texts & writing research papers)

•Debate (?)

>Recommended readings

Week 13


Nov 30 M

Dec 2

Dec 4

St. Nicholaus

Critical thinking: Cause and correlation

Nov 30 Presentation (Levitt & Dubner): Tumblison

Dec 2 Presentation (Levitt & Dubner): Wahalnew
Dec 4 Presentation (Levitt & Dubner): Yodernew

Levitt & Dubner: ch. 5: parent

Propaganda Alert & Questions to Ask (N.B.: helpful for reading texts & writing research papers)

>Recommended readings

For Nov 21 (read critically & look into other sources)sd

McNerney & Cheek: Alternative Energy

Farrell: Sun & Wind

Mellino: Walmart

Obama: Cardinal Fastener

•Debate (?)

Week 14


Dec 7 M

Dec 9

Dec 11

Critical thinking: Cause and correlation

Dec 7 Presentation (Levitt & Dubner): Youngnew

Dec 9 Presentation (Levitt & Dubner): Abbottnew

Levitt & Dubner: ch. 6: parent, pt. 2; Epilogue

Propaganda Alert & Questions to Ask (N.B.: helpful for reading texts & writing research papers)

>illegal names

•Debate (?)

Final week

Dec 14 M

Dec 17 R

Final thoughts (Or: Anything and everything you wanted to ask Prof. Na but were too afraid or busy to ask)

•The art of thinking & the art of questioning • Quo vadis?

INQ 111 S2 Final class: 1500–1730

INQ 111 S9 Final class: 1130–1400

Rachels: "The Challenge of Cultural Relativism" or here
Bring a written list of

1) the most influential readings

2) the least significant readings

3) the most challenging experiences during the semester

Be able to expound your lists for peer responses.

>O Little Town of Nazareth?
>Xmas Carol Quiz
>Xmas Quiz



Na home


Without education we are in a horrible and deadly danger of taking educated people seriously. (G. K. Chesterton)

Health is merely the slowest possible rate at which one can die. (Anonymous)

under construction