{[ promptMessage ]}

Bookmark it

{[ promptMessage ]}


MIT9_68s09_lec06_notes06 - MIT OpenCourseWare...

Info iconThis preview shows pages 1–3. Sign up to view the full content.

View Full Document Right Arrow Icon
MIT OpenCourseWare http://ocw.mit.edu 9.68 Affect: Biological, Psychological, and Social Aspects of "Feelings" Spring 2009 For information about citing these materials or our Terms of Use, visit: http://ocw.mit.edu/terms .
Background image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full Document Right Arrow Icon
9.68_09 Syllabus Page 2 of 4 Class Meeting 6 March 10 Theme: What is Quality in Education? PREPARATION: READ: 6-1 Smith, P., (1990) Killing the Spirit: Higher Education in America (excerpts) Chapter 1: "Mapping the Desert" (pp. 1-21); and Chapter 14: "Teaching" (pp. 199-222) WRITE: Reaction Paper #6 Quality and My MIT Education CLASS NOTES: What is good and what is not good in education? Particularly in its latter parts, "ZAAMM..." had rather a lot to say about this question. How is the question relevant to our inquiry into values? In respect to the MFA experience, our stress was largely upon the basic constancies and the great diversities of opinion among us regarding the aesthetic value of particular works of art. Last week, we considered some of the ways in which the distinction between “classical” and “romantic” plays itself out in the domain of scientific inquiry. This week, we shift our attention to a realm "closer to home" and inquire into the prospects for achieving consensual agreement. (Why might we be inclined to seek such a consensus?) To begin with, compare and contrast Pirsig’s comments on education with those of the noted historian Page Smith, whose contention it was that the crisis in American universities is connected with the trend toward research and away from teaching.
Background image of page 2
Image of page 3
This is the end of the preview. Sign up to access the rest of the document.

{[ snackBarMessage ]}