new week 14  (posted 2 Dec 2013)
new research paper length  (posted 19 Nov 2013)
new Any instructions unclear? Please remember to ask.  (posted 12 Oct 2013)

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)

 

Without education we are in a horrible and deadly danger of taking educated people seriously.

(G. K. Chesterton)

 

In much wisdom is much vexation, and those who increase knowledge increase in sorrow.

(Ecclesiastes 1.18)

 

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

(Anonymous)

 

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)

 

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  Inquiry 111 (Section S6 & S9): Seeing Anew . . . Again

Fall Semester • 2013 

 

 Welcome!

Welcome to Westminster College and to Inquiry 111. The course title describes our general objective, which is to inquire and learn how to learn.

 

Accessibility Statement:

Westminster College actively strives for the full inclusion of all our students. Students with disabilities who require access solutions for environmental or curricular barriers should contact Faith Craig, Director of Disability Resources: 209 Thompson-Clark Hall; 724-946-7192; craigfa@westminster.edu.

 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

Overview

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 Integrity (N.B. Westminster's Academic Integrity Policy; also see my note on plagiarism)

Co-curricular Activities

Computer & Network Orientation

The Learning Center

Evaluation

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

 

N.B.: If you have any questions regarding any assignment, please 1) ask in class for the benefit of others or 2) make an appointment to see me.

Assigned readings

Assigned readings are essential and should be completed before the classes 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 you have for each of the reading selections (see Participation). The primary focus of the course will be on discussing the bolded assigned readings in class (see schedule below).

 

N.B.: Not all the assigned readings may be covered in class discussions or exams, but they are required for your edification. The more you refer to them in class and in your work, the more impressive your mastery of the readings will be. I would encourage you to use this form for every reading assignment (also on my.westminster).

 

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.

Presentation

You will prepare a 10-minute PowerPoint presentation of

the main idea(s)—or one main point(s)—of the reading assignment (see the Assignments column in the course schedule below)

your critique or response to it (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.new

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.

Library assignment

You will write a paper (700–800 words) evaluating the sources you used in your Working Document during a week in the library for information literacy instruction. See the schedule below and ask the instructor for further details on the library assignment.new

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.

 

For 3 co-curricular activities of your choosing, you must submit a reflection paper new(300–400 words)new within 5 class days after each of them, consisting of

a short summary (1 paragraph) describing the event (e.g., the date and place of the activity, what it was, what happened, who attended) and

your critical reflection on it and its significance, especially for Inquiry 111 (this should be the substantial portion of the paper showing how you see the connections between Inquiry themes and the co-curricular activity).

Incorporate, as much as possible, your reflections on liberal arts education and on the Inquiry readings (including the summer reading) as they relate to your paper. Follow the guidelines for Written assignments. Submit your paper at Turnitin.com 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.

Research paper

You will write a research paper (1,500–1,700 2,000 words)new 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 Turnitin.com) 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; see Harris, tab 10, 61d, 61e)

 

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.

Terms

Throughout the semester, you will be responsible for learning significant terms covered in our texts or in class (see the “terms” file on the R-drive). 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.

Quizzes

&

exams

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

Grades will be assigned as fairly as possible. See my Evaluation page under Grades for more information. (See also p. xii in the Inquiry textbook for grade descriptions.) The final grade for the course will consist of the following:

paper

20%

N.B.: participation is a significant part of this course.

See my Evaluation page under Participation

for more information and instructions.

participation

10%

presentation

10%

library assignment 10%

3 co-curricular reflection papers

30%

midterm

10%

quiz #1 & 3

10%

 

N.B.: If you have any questions about how you're doing in the course, please make an appointment to see me.

Extra
creditnew

new You may earn extra credit any time during the semester. Submit a paper (500–700 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). It should be mostly critique—e.g, not mainly a plot summary or description of something—demonstrating your ability to alayze popular culture in connection with Inquiry texts and themes (including the summer reading). 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.new

 Required books

Inquiry 111. Littleton: Tapestry Press, 2008.

Westminster College's Library Handbook.

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. Alternate Volume. 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 & Web resources.

 

R-drive: for helpful materials, check the course folder.

 Keeping informed and in touch

During the semester check your e-mail regularly for messages regarding course matters (e.g., changes in the syllabus). Visit and reload 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.

 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’m 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 complete the requirements for the course. To help you do that as well as you can, 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.

 C o u r s e   S c h e d u l e            INQ 111
S6   MWF 1030–1130          PH 110 
S9   MWF 1400–1500          PH 110 


Date


Assignments

= required

> = recommended

bold = primary focus text for presentation & class discussion

highlight = R-drive file

 


Class / topics

red bold = dates to remember

Week 1

 

Aug 28 W

Aug 30

Sep 2

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

Keep copies of all relevant Web pages. 

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)new

Fisher: Effective Learning (also in Inquiry text)

Newman: The Idea of a University (excerpts)

Begin "reading" (skimming) Harris; see tab directory & table of content

Think about the research paper topics

Introduction to Inquiry 111 & liberal arts education

 

Optical conditioning

Optical illusion

World-view (context & perspective)

Number chaos-order

Grades?

 

•Reminder: bring your written Qs & Cs to each class (see Participation)

 

>Recommended readings

Week 2

 

Sep 4 W

Sep 6

Sep 9

Newman: The Idea of a University (excerpts)

Westminster College Mission Statement

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


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)

Intro to Inquiry 111 & liberal arts education


Nature of knowledge

Growing pains, growing gains

Video: "What is Philosophy?"


Sep 6: intro to Drinko Centernew


>Recommended readings

Week 3

 

Sep 11 W

Sep 13

Sep 16

Plato: Allegory of the Cave

Parable of the Blind Men and the Elephant

Calandra: Angels on a Pin

Josefson: Learning Is Not Funnew

Csikszentmihalyi: Veils of Mayanew


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

What's worth knowing?

Multitude of perspectives:

Can a physicist & a mystic see together?

Can a biology major & a philosophy major talk?

Seeing is believing?

Seeing through (despite) veils?new


>Recommended readings

Sep 22 Su

S9

Movie night with the Nas 7:47 PM-ish

Feel free to bring DVDs or VHSs of movies you think your classmates should see.

For directions click here.

Week 4


Sep 18 W

Sep 20

Sep 23

Shapiro: Liberal Education, Moral Education

Newman: The Idea of a University (excerpts)

Westminster College: Mission Statement


for Sep 20: Read: Building an Encyclopedia, With or Without Scholars

Download before class: "Working Document" (my.westminster)


>WC Library Handbook


Sep 20: Last day for proposal submission (Turnitin.com)


Sep 23–27: Information literacy instruction (meet in McGill Library)


Going institutional: the purpose of liberal arts education


>Recommended readings

Week 5

 

Sep 25 W

Sep 27

Sep 30

Csikszentmihalyi: Veils of Mayanew

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

for Sep 30: Read: Messer-Kruse: The "Undue Weight" of Truth on Wikipedia

Seeing through (despite) veils?new


Sep 30: Quiz 1new



Week 6

 

Oct 2 W

Oct 4

Oct 7

for Oct 2 / 4: Perkins: Tenebrae for Lonnie (click to see video)


Rachels: "The Challenge of Cultural Relativism" or here


Taking Sides:

Herskovits: "Cultural Relativism and Cultural Values"
     vs.

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

(study questions)


2012 Henderson Lecture

7 PM, 2 October

Witherspoon-Maple

attendance highly recommended


Oct 2—S6 only: read Dr. Perkins's story "Tenebrae for Lonnie" in the Inquiry reader and see the video before attending his talk in Witherspoon-Lakeview; bring at least 2 questions to ask the author (esp. about writing)


Oct 4—S9 only: read Dr. Perkins's story "Tenebrae for Lonnie" in the Inquiry reader and see the video before attending his talk in Witherspoon-Lakeview; bring at least 2 questions to ask the author (esp. about writing)


Oct 7: Library assignment due (Turnitin.com)new


>Recommended reading

Oct 10 R

S6

Movie night with the Nas 7:48 PM-ish

Feel free to bring DVDs or VHSs of movies you think your classmates should see.

For directions click here.

Week 7

 

Oct 9 W

Oct 11

Oct 14

Bohannan: Shakespeare in the Bush

Menkiti: Person and Community in African Traditional Thought

Miner: Body Ritual Among the Nacirema (also here)


Genesis: The Tree of Knowledge

Scudder: Learning to See


Gioia: Words

Scudder: Learning to See


>Recommended readings


•Cross-cultural understanding: hermeneutical circles and contexts

What's convincing about Menkiti's arguments?
What's not so convincing or problematic?


The genesis of the human condition
The art of thinking & the art of questioning
Epistemology and language
Genesis, Gioia, etc.

Week 8

 

Oct 16 W

Oct 18

Oct 21

Review:

Course syllabus (including Evaluation link; review requirements, expectations & 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

Maslow: Defense and Growth


Winthrop: A Model of Christian Charity

Luke: The Good Samaritan (also Cotton Patch: Lk 10.25–37)

>The Cotton Patch NT

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

>Hughes: Let America Be America Again

>Mill: Representative Government, ch. 3; also here

>Kennedy: Inaugural address


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)new

Growing pains, growing gains


Who's the neighbor?


Oct 21: Midterm



>Recommended readings

Week 9

 

Oct 23 W

Oct 25


Oct 26–28 (break)


Oct 29 T

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


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)


>Recommended readings

The art of thinking & the art of questioning


Oct 23: Prof. Ronda Abbas: cultural encountersnew

Presentation: S6 Gallo; S9 Zdilla (Levitt & Dubner)new

Presentation: S6 Gallonew; S9 Yargo (Levitt & Dubner OR Copland)


Presentation: S6 McKenna; S9 Yao (Copland)



Frog leap test (for fun & challenge)

Week 10

 

Oct 30 W

Nov 1

Nov 4

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

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)

The art of thinking & the art of questioning


Presentation: S6 Mancusonew; S9 Zdilla (Levitt & Dubner)new


Oct 30: Faculty Scholarship Panels (co-cur options throughout the day)


Presentation: S6 Michalek; S9 Thomas (Levitt & Dubner OR King)


Presentation: S6 Miller; S9 Steinitz (King OR George)

   Election Day Nov 5 

Week 11

 

Nov 6 W

Nov 8

Nov 11

Levitt & Dubner: ch. 3: drug dealers

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


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)

The art of thinking & the art of questioning


Presentation: S6 Mohn; S9 Steele (Levitt & Dubner)


Presentation: S6 Owen; S9 Schultz (Levitt & Dubner OR Einstein)


Presentation: S6 Patterson; S9 Mustello-Bryant (Einstein)


Peer paper critique


>Recommended readings

Week 12

 

Nov 13 W

Nov 15

Nov 18

Levitt & Dubner: ch. 4: criminals

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


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")

     vs.

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


Dawkins: Science, Delusion and the Appetite for Wonder


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


For Nov 21 (read critically & look into other sources)
McNerney & Cheek: Alternative Energy

Farrell: Sun & Wind

Mellino: Walmart

Obama: Cardinal Fastener

How "objective" is "science"? To whom should we listen? Why?


Presentation: S6 Peters; S9 Murphy (Levitt & Dubner)


Presentation: S6 Pifer; S9 Morgenstern (Donohue & Levitt & Mueller)


Presentation: S6 Pricener; S9 Mills (Levitt & Dubner)


Debate (?)


>Recommended readings

Week 13

 

Nov 20 W

Nov 22

Nov 25

 

Nov 27

Dec 1 (break)

Levitt & Dubner: ch. 5: parent


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


>Recommended readings

Cause and correlation


Presentation: S6 Shaw; S9 Henley (Levitt & Dubner)


Nov 22: Quiz 3


Nov 25: Video: “Does Morality Depend on One's Culture?” (N.B.: take notes for class discussion)new

Week 14


Dec 2 M

Dec 4

Dec 6



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


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

St. Nicholaus

Dec 6: Last day for research paper submission (Turnitin.com)new


Cause and correlation


Presentation: S6 Waddellnew; S9 Haynik (Levitt & Dubner)


Presentation: S6 Tower; S9 Gandolfi (Levitt & Dubner)


Presentation: S6 Waddellnew; S9 Buckham (Levitt & Dubner)


Debate (?)

Final period S6

 

Dec 10 T

Bring a written list of
1) the most influential readings,
2) the least significant readings, and
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

Final class S6: 15001730

 

Presentation: S6 Wilson (Levitt & Dubner)


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

The art of thinking & the art of questioning

Quo vadis?

Dec 11 W

Reading Day

Dec 13: Last day for extra credit papers (Turnitin.com)

Final period S9

 

Dec 12 R

Bring a written list of
1) the most influential readings,
2) the least significant readings, and
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

Final class S9: 15001730


Presentation: S9 Bero (Levitt & Dubner)


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

The art of thinking & the art of questioning

Quo vadis?

Merry Christmas & Happy New Year

 

Schedule
 
Evaluation
 
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