Whoa there, Perry Mason?

Philosophers Anonymous had a lively discussion recently about whether we should encourage philosophy students to continue on to grad school. I think about that issue from time to time, but the number of students I teach who are both interested in, and qualified, for philosophy grad school is too small, in my estimation, for me to lose much sleep over the matter.

Law school? Another story altogether. Seemingly every one of the majors I teach at least casts a sideways glance at law school. I'm certain that students who consider grad school in the academic fields labor under many illusions about what they're getting into, illusions that I think it is my obligation to dispel. But I've also begun to think that students have many equally powerful misconceptions about law school and the legal profession. This post at Crooked Timber, with many comments by lawyers, highlights many of these misconceptions.

The author, Harry Brighouse, quotes approvingly from Derek Bok's book, Our Underachieving Colleges. Bok argues that colleges don't help students understand the day-to-day realities of life in various professions, with the consequence "that students are rather ignorant of what different careers involve, what they are likely to do within them, how those careers contribute to the society, and what contribution they would make to their own wellbeing." In reference to the law in particular, Bok sayeth:

For students who begin their legal training hoping to fight for social justice, law school can be a sobering experience. While there, they learn a number of hard truths. Jobs fighting for the environment or civil liberties are very scarce. Defending the poor and powerless turns out to pay remarkably little and often to consist of work that many regard as repetitive and dull. As public interest jobs seem less promising (and law school debts continue to mount), most of these idealistic students end by persuading themselves that a large corporate law firm is the best course to pursue, even though many of them fund the specialties practiced in these firms, such as corporate law, tax law, and real estate law, both uninteresting and unchallenging…..

Almost half of the young lawyers leave their firm within three years. Many complain of having too little time with their families, and feeling tired and under pressure on most days of the week. Many more are weary of constantly having to compete for advancement with other bright young lawyers or troubled by what they regard as the lack of redeeming social value in their work. Within the profession as a whole, levels of stress, alcoholism, divorce, suicide and drug abuse are all substantially above the national average.

I'm not a lawyer and don't have close connections with the legal community, but Bok's remarks resonate with me. Defending others' legal interests is a noble calling and one that puts to use many of the skills students learn from studying philosophy. But most lawyers end up as the janitors of human affairs, cleaning up other people's ugly problems, rather than as crusaders for social justice. And oftentimes, it's damn hard work to boot.

How do all of you advise prospective law students? Do students enter law school with their eyes wide open? I try to provide students a balanced picture of law school and of life as a lawyer, but I fear that it rarely sinks in. For that reason alone, I think I'll be directing students who ask about law school to the CT post. It provides a more credible, on-the-ground picture of life in the legal profession than I can provide.

Sayonara to office hours?

I was surprised by this discussion of office hours over at Reassigned Time. Like I suspect is the case for most of you, I'm required to hold office hours in proportion to the number of classes I'm teaching (about four hours per week usually). I'm also supposed to hold them on at least two different days, etc. But I don't get a lot of visitors during those hours. Part of the reason, I suspect, is that my students (like me) don't want to be at the university nights and weekends and have other courses or responsibilities that conflict with daytime office hours. (I've also tried bribing them with cookies, provocative philosophical discussion, liquor, etc., to no avail!) But the discussion at RT suggests that in this e-age, scheduled face-to-faces with students may be superfluous. I always add "and by appointment" to my line about office hours on my syllabus, and some students do arrange for appointments to discuss specific concerns. But more often, I feel like the Maytag repairman, waiting forlorn for someone to patronize my philosophy shop.

So: How do you all feel about office hours? Useful, essential, indispensable -- or an inconvenient relic? Does anyone out there do anything unusual with office hours? Shall we write the obituary on office hours?

Turning plagiarism into a teachable moment

Our reader Matt Pianalto writes me about a recent case of plagiarism and a response he's considering. Matt wonders: Is this too soft a response to plagiarism?

So, a week into my semester I’ve had a case of admitted plagiarism on a one page (!) assignment. In the past at other schools, I’ve been completely zero-tolerance, and have automatically failed people for just this. I know some people talk about “teachable moments,” and for some incomprehensible reason I am feeling slightly less heartless in this case. As I pointed out to the student, the stupidity of his act goes beyond what he did but also concerns WHAT assignment he plagiarized. The students were asked to figure out what Socrates could mean by saying that a good person can’t be harmed. Of course, the implicit view informing Socrates’ statement is that the sort of harm he sees as truly bad is harm to the “soul,” and that the only person who can harm one’s soul is oneself, by doing wrong. (Say, by knowingly plagiarizing your philosophy homework…)

So instead of kicking this student out of class, with an F, I’m thinking about requiring this student to read some related parts of the Republic (Books I, II, and IX), and to relate all of this, as well as the in-class reading (the Apology and the Crito), to his case, in the form of a substantive paper (much more work than the original assignment, and for no credit. But if the assignment isn’t done to my satisfaction, the student fails). My topic idea is something like, why is Socrates right that it’s better to be caught doing wrong than to get away with it? This is somewhat pedantic, but could be eye-opening for the student. The student will also be required to prove that at least one visit was paid to the Writing Center. It’s also a pain in my butt, but a more interesting pain than all the paperwork I’ve already had to complete. I guess I’m a little worried, however, that I’ve “gone soft” by even thinking of giving the student this opportunity. My policy simply says that my “default” sanction for academic dishonesty is an F for the course, so I’m operating within the realm of stated possibilities in my syllabus. Maybe I should only do this if I’m willing to do it every time (even if the violation doesn’t involve readings of Plato). Is it worth it?

What say you ISW readers?

When Conflicts Arise in Teaching

ISWers:

A student of mine (a philosophy major) recently graduated and took a job teaching English for a year in South Korea. He is keeping a blog about his personal and pedagogical experiences and trying his best to analyze and understand them from a cross-cultural perspective (his main interests as a student lie in Asian philosophy). He put a post up today on his blog that I'm sure will be of interest to folks here. With his permission, I'm reproducing his post -- and the dilemma he poses for educators who are schooled in ethical theory -- below.

I have always held a particular fondness for the theoretical side of ethics: sitting in my ivory tower of philosophy and thinking about train-switches and bizzaro-Hitlers in parallel-worlds.

This week I found myself in a very obvious real-life moral dilemma, and although I firmly believe our moral selves don't just "swing in" at the point when when we need them to (morality as a way of life, not something that just happens here and there, occasionally), I did see a clear-cut difference between the situation at hand than the situations I find myself in everyday.

This is an interesting topic for all teachers and ivory-tower theorists-- the situation I found myself in really calls into question several different aspects: child abuse, suicide rates, cultural norms, personal duty and relational identity. Interested?

First, let me explain the situation itself. Before heading to class to teach on Friday, I ran into one of my students waiting for the elevator. I asked him how he was, to which he replied "Not good. I am afraid of the speaking test." As you can probably infer, I was to administer a test in order to determine the students' progress on their English speaking ability. I told him not to worry, the test was short and quite simple, and that I would see him in an hour.

As I entered the class an hour later I saw the student again. The student was clearly uncomfortable, sweating profusely and looking quite anxious. This concerned me, as this particular student is usually one that I get along with quite easily, and that I consider to be one of my brighter students. This student has never had a problem approaching me for any reason. Today was different though. Again, the student said he was afraid of the test. I reassured him, and began taking students out to the hall one-by-one in order to ask them a few simple questions and give them grades. The grades would later be entered into our website, where parents can easily check students' progress.

The student in question did very well on the test, and I told him so again, reassuring him as best I could. Within a few moments after the test, he regained his composure and looked much more relaxed. This is when he said "If I don't do well on the speaking test, my mother hits me." I didn't really know what to make of this comment, what truth was behind such a statement, and what exactly to do. I told him again he did very well on the test, and told him not to worry, his mother would be proud of him. These were all completely true statements.

My question is this: in the future, how will I balance my duty as a teacher to reflect the student's proficiency accurately in grades, knowing that this student may face abuse at home if I grade to harshly?

Conflict of interest, you can be sure.

Now for some background information: Students in South Korea face extremely stressful lives. They are in school or academy (private school) year round, and are tested every step of the way. Tests determine eligibility for middle school, high school, university and job-placement. The only way to assure a decent income later in life is to study and test well. Students are pressured to succeed by their teachers, their peers and their families.

Furthermore, South Korea boasts one of the highest suicide rates in the world. The youth are well aware of this problem. I've had more than a couple of my students mention the stress and suicide rates in their weekly writings.

Culturally (based on what I've seen in public, so far), the standard Confucian parent-child relationship is in play and bound to a fair degree of physical discipline--hitting, spanking, and so forth. Of course, this is completely circumstantial, and I have no idea what my student experiences when he gets home. This is almost a separate topic altogether.

The fact of the matter is that my situation is a false dilemma. I have no choice at all-I have to pad grades. As an English "teacher," I'm more of an English "presence" than anything else. Yes, I go through lessons, and the kids do learn. In the grand scheme of things, however, the grades I give mean nothing.

So, for you ivory tower theorists, lets alter this thought experiment a bit. What would you do if you had a choice? Is padding the grades to save the student's skin a wise decision? Or should you hold up your duty as a teacher and honestly reflect the skills of those you are testing? That is, do you worry about the circumstances at home when factoring grades?

Offensive and Defensive Argumentation

Patrick Appel (and others) here seems to make an amazing discovery: yes, the philosophical method actually makes sense and is worth using! Instead of changing positions in argument only when your opponent has defeated elements of your own position, you should actively seek out to create better arguments for your opponent, utilizing a strong principle of charity, and in the process learn things that lead you to alter your own position. Of course, many students would not agree.

When I teach the method in this way, I always have students who question it. They look at me, almost stunned, and want to know why in the world a person should create a better argument for their opponent. Isn’t that the opponent’s job? This way of viewing arguments is, as Appel and others note, entirely defensive.

However, there's more to it. The defensive strategy views the argument, and the thinking behind it, as complete. As a result, there’s nothing more for the holder of the argument to learn. All that remains is the job of occasional defense and the need to adjust the argument when one’s opponent is successful. The contrary method (call it the offensive strategy) sees one’s position as essentially incomplete and so constantly under development. As a result, it doesn’t adjust only in defense. It adjusts as it seeks out its opposition and creates better arguments for the opposition position.

Perhaps for some (students and others) committed to the defensive strategy, all that exists is rhetoric, dogma and arrogance. Argument is a zero-sum game of winners and losers competing for finite goods. With the offensive strategy, participants are motivated by truth, greater understanding and humility. Argument is not zero-sum, and the goods of the practice are available to both sides in the exchange.

I'm wondering what reactions people here at ISW have about this. Do you teach the offensive strategy yourself? How do you teach it? How do you frame the worth of this approach? Do you find from time to time that you, against your better instincts, reward defensive strategy thinking in students (I know I do)? What do your students say to the offensive strategy? How do they view the function of good argumentation?

Getting on board with grading rubrics

An article in the NEA Advocate offers advice on how to create grading rubrics. The article also links to this site, which has a number of nice examples and templates for rubrics. I've become a big proponent of rubrics for student papers over the years. They save my time and communicate to students how they performed in a quick-and-dirty way. Some of the tips from the Advocate article I particularly liked:

• Think in terms of a task description, the levels of performance, the dimensions (criteria), and the description of the dimensions.That's what a good rubric should do: explain the expectations, the degree to which they were fulfilled, and justify the evaluation.
• Put a description of the assignment itself on the grading rubric. Simple, and helps reminds students of what they were supposed to accomplish with a particular paper assignment.
• Involve students in the creation of a rubric. Why not? A little time consuming perhaps, but it's likely that when students work with you and their classmates to develop the grading rubric, they will feel more like they "discovered" the expectations and criteria than that they were imposed on them. An appreciation of those expectations and criteria is likely to 'stick' better when students have crafted them.

A few other tips of my own:

• Refine rubrics over time by analyzing problem papers, i.e., those that, in your judgment, are better or worse than would be suggested by a particular rubric. I've definitely found that my rubrics have improved over time to better reflect what I actually expect and desire from student papers. Many of the changes I've implemented have come when I found a paper that, with respect to a given rubric at least, falls through the cracks: The paper is somehow better or worse than would be captured by my rubric. Sometimes I've photocopied those papers and made a note to myself to take a look at them when I later revise a rubric.
• Simple rubrics for simple assignments, complex rubrics for complex assignments. I tend to use simple rubrics for writing assignments in my lower division courses, rubrics with a few general categories and descriptions, and more detailed, analytically penetrating, rubrics and descriptions in my upper division courses for majors. My lower division courses are bigger, so a simple rubric saves me time, and students in those lower division courses often seem overwhelmed by a complex or detailed rubric. Upper division students seem to prefer the more exacting feedback on the other hand.
• Don't just use a rubric. Yes, students like the snapshot of their performance that a rubric provides, but this does not obviate the value of a few handwritten sentences or remarks at the bottom of the page to indicate that, yes, a real person read their work.

Anyone have good thoughts about how to construct and use grading rubrics?

Teaching Experimental Philosophy (Presentation Call)

I received an email from Jonathan Philips wondering if we could post a call for presentations on the subject of teaching Experimental Philosophy (for the Pacific APA). If you are interested, see below the fold.

The APA Committee on the Teaching of Philosophy invites abstracts for a special session on teaching with experimental philosophy to be held at the 84th meeting of the Pacific Division of the APA in San Francisco, CA. The three-hour session will include four presentations, each 30 minutes in length. Presentations in all areas of experimental (and empirical) philosophy are welcome, and interactive presentations (as opposed to read papers) are particularly encouraged. Topics might include: teaching thought experiments with “clickers;” introduction to philosophy through experimental philosophy; case studies on the teaching of particular experimental philosophy articles; the tradeoff between philosophical and scientific depth when creating syllabi, for example, in the philosophy of mind; and resistance to the incorporation of experimental philosophy into the curriculum; among other topics. Presenters must be APA members by the meeting date.

Jonathan sent me a PDF to go along with the post, but I can't figure out how to get it up on Blogger (Go Wordpress!). In any case, if you are interested, I'm sure Jonathan would be glad to email it to you. His email address is phillipsjonathans@gmail.com