tag:blogger.com,1999:blog-8070355695530434450.post5731287097993794483..comments2024-03-14T04:16:20.472-07:00Comments on In Socrates' Wake: No sympathy for those devils?Michael Cholbihttp://www.blogger.com/profile/02012523929044363216noreply@blogger.comBlogger3125tag:blogger.com,1999:blog-8070355695530434450.post-67041723054938995182012-07-07T15:05:43.964-07:002012-07-07T15:05:43.964-07:00Matthew: Ah, presumably that's a result of the...Matthew: Ah, presumably that's a result of the US liberal arts system, where you're teaching a lot of students who aren't reading for a philosophy degree. But I still find it surprising that they pick a course outside of their major and then expect it to be 'relevant' to that major...<br /><br />Are these comments actually heeded by Deans etc or just (and probably justly) ignored?Benhttps://www.blogger.com/profile/05855493092944795699noreply@blogger.comtag:blogger.com,1999:blog-8070355695530434450.post-59132403574905179302012-07-06T06:48:11.259-07:002012-07-06T06:48:11.259-07:00Ben: I often see this sort of comment on course ev...Ben: I often see this sort of comment on course evaluations, under the question, "Rate this course [emphasis on course, not instructor performance], and provide comments that explain your rating." Students will say, "I gave it a C because it's not relevant to my major." I agree, of course, that some students seem simply to assume this from the start, take a narrow view of what "relevant" means, and navigate the course with that attitude.<br /><br />Mike: I agree with your overall point. Focusing on the "relevance" complaint, I think that a general strategy for addressing this is developing assignments and projects that require the students to take greater ownership of the material. (Topic for a post/discussion?) Getting the students to see something at stake in the course other than the final grade is, I think, the hill that has to be climbed here. And this is probably related to the "do I have to know this?" question.<br /><br />Maybe in some cases there's not a lot to be done--some students will come in with their guard up and their instrumentalist outlook on high. But I think perhaps that's why one of the most satisfying comments I find on evaluations is when a student writes something to the effect that he or she came in with low expectations (because "philosophy is boring" or "isn't my thing") and was pleased to find that he or she enjoyed and got something out of the class.Matthew Pianaltohttps://www.blogger.com/profile/16380038537888895216noreply@blogger.comtag:blogger.com,1999:blog-8070355695530434450.post-61401478161634317042012-07-06T00:17:28.963-07:002012-07-06T00:17:28.963-07:00'This wasn't relevant' strikes me as a...'This wasn't relevant' strikes me as a bizarre objection. Relevant to what?<br /><br />Is a given bit of content relevant to the course as a whole? Presumably yes, since the instructor designs the course and sets the exam I take it.<br /><br />Is the course relevant to a wider degree? Again, presumably because it's been judged as meeting requirements for said degree. Perhaps it's not a compulsory part of it, so maybe you could have a Philosophy degree without studying that particular course, but nonetheless if that course meets certain requirements it is by definition relevant.<br /><br />So is the complaint that a Philosophy degree in general isn't relevant? That surely invites the question why the student signed up for one in the first place...Benhttps://www.blogger.com/profile/05855493092944795699noreply@blogger.com