A World On The Edge Philosophical Perspectives on Contemporary Science A Wofford College Learning Community

1
A World On The EdgePhilosophical Perspectives
on Contemporary ScienceA Wofford College
Learning Community
Christine Sorrell Dinkins Dinkinscs_at_wofford.ed
u Steve Zides
Zidessb_at_wofford.edu
2
Woffords Learning Communities

• A curricular approach that links two disparate
  classes, often science and humanities, around an
  interdisciplinary theme, and enrolls a common
  group of students.

3
Theme of Our Community

• In these linked courses, we explored
  philosophical questions that arose as we
  studied the science relating to potential
  cataclysmic or apocalyptic events.

4
Typical Week in Physics

• A Quick Learning Assessment  
• Collaborative group work, class debate
• or audio/visual analysis
• Traditional lab work and experiential
• off-campus activities 
• Short creative projects such as political
• cartoons, poems, journal entries, and
• even photo collages

5
Typical Week in Philosophy

• A Quick Learning Assessment
• Class Discussion about the daily reading
• and/or about other class related experiences
  
• Collaborative group work, class debate or
• audio/visual analysis
• Weekend Online Discussions

6
Course Outline

• I) Dangerous Scientific Endeavors
• Nanotechnology, Artificial
  intelligence,
• Genetic Engineering, High-Energy
  Physics
• II) Warfare and Weapons
• Biological, Chemical, Nuclear
• III) Over-population and Over-consumption
• Power, Greenhouse Effect/Ozone
  Depletion,
• Global Warming, Human Waste
• IV) External Events
• Cataclysmic Astronomy, Alien Invasion
• V) Why Prolong the Human Race?
• Surviving in space, Planetary
  colonization

7
Course Syllabus
8
Experiential Learning
9
Creative Assignments
10
Online Discussions

• How it works
• Threaded discussion within student email system
  accessible to students from any location
• Students post responses to instructors questions
  and then respond to each other
• Students also encouraged to start their own
  thread about the reading
• Responses are expected to be thoughtful but may
  be informal in style
• Goals
• Students have an additional forum for exchanging
  ideas
• Students develop skills in written communication
• Students will be more prepared for in-class
  discussion on the following day

11
The Preceptor

• A Partner in developing and implementing the LC
• A Model learner, who links the students and
• professors together

Mark Reynolds?
Mark Reynolds?
12
Example Problem Overpopulation

• Contributes to over-consumption, excess waste,
  and the energy crisis
• Values at Issue
• Religious beliefs and attitudes about birth
  control
• Caring for homeless and abandoned children
• Prevention of child abuse
• Do people have a natural right to reproduce?
• Solutions
• Reproductive Licenses
• Psychological Testing and Parental Training
  Courses
• Encouraged Adoption
• Tax breaks for up to two children and fines for
  more than two children
• Hefty fines for an unlicensed child
• Rationale People have to get a license to drive
  a car or practice law.
• Child rearing is one of the
  most important jobs an individual can
• have therefore, a person
  should be qualified to perform this job.

13
Final Group Presentations
Project Clean-Up
Recycle Man
14
Assessment What Worked Well

• The LC has helped me discuss issues from a more
  pragmatic view. I became more vocal throughout
  the semester and learned lots of new information.
  I made strong friendships and learned how to
  support my views and yet still respect opposing
  views.
• This LC helped me mature and identify
  connections between science and philosophy. I
  had a great time, learned a lot, and I would
  gladly take another LC in the future.

15
Assessment What We Would Like
to Improve

• Start LC with a dinner ice breaker.
• Get better field trips.
• Fewer articles to read in Physics class.

16
A World On The EdgePhilosophical Perspectives
on Contemporary ScienceA Wofford College
Learning Community
Christine Sorrell Dinkins Dinkinscs_at_wofford.ed
u Steve Zides
Zidessb_at_wofford.edu