Exploring Science and Philosophy: A Community Learning Experience

1. A World On The EdgePhilosophical Perspectives on Contemporary ScienceA Wofford College Learning Community Christine Sorrell Dinkins: Dinkinscs@wofford.edu Steve Zides: Zidessb@wofford.edu

2. Wofford’s 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. OnlineDiscussions How it works: • Threaded discussion within student email system – accessible to students from any location • Students post responses to instructor’s 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@wofford.edu Steve Zides: Zidessb@wofford.edu