Affirming Our Values in a Time of Fanaticism

Steve Volk, May 9, 2016

Bertrand Russell, by James Francis Horrabin, The Masses (August 1917)

Bertrand Russell, by James Francis Horrabin, The Masses (August 1917)

Writing in the New York Times in late 1951, the British philosopher Bertrand Russell proposed what he called a “new Decalogue” for teachers – intended to supplement, not replace the “old one” – as his response to the gathering fanaticism he perceived. As we have most certainly entered our own age of zealotry, it seems fitting to reproduce his words here:

1. Do not feel absolutely certain of anything.

2. Do not think it worthwhile to produce belief by concealing evidence, for the evidence is sure to come to light.

3. Never try to discourage thinking, for you are sure to succeed.

4. When you meet with opposition…endeavor to overcome it by argument any not by authority, for a victory dependent upon authority is unreal and illusory.

5. Have no respect for the authority of others, for there are always contrary authorities to be found.

6. Do not use power to suppress opinions you think pernicious, for it you do the opinions will suppress you.

7. Do not fear to be eccentric in opinion, for every opinion now accepted was once eccentric.

8. Find more pleasure in intelligent dissent than in passive agreement, for, if you value intelligence as you should, the former implies a deeper agreement than the latter.

9. Be scrupulously truthful, even when truth is inconvenient, for it is more inconvenient when you try to conceal it.

10. Do not feel envious of the happiness of those who live in a fool’s paradise, for only a fool will think that it is happiness. [New York Times, December 16, 1951]

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Student-Faculty Partnerships: Collaborating to Improve Teaching and Learning

Steve Volk, May 2, 2016

"Gloriosa Superba" from "The "The Poetical Works of Erasmus Darwin" (London 1806). British Library HMNTS 11641.dd.11

“Gloriosa Superba” from “The “The Poetical Works of Erasmus Darwin” (London 1806). British Library HMNTS 11641.dd.11

How do you know what’s happening in your classroom? For one thing, by being there, experiencing it live and in real time. But your ability to observe what is happening is always partial, and always from the perspective of you, the expert. You can video the course and review it later, which is a great way to see what’s happening in slow motion/freeze frame. But that can often be, well, painful (Did I really say that? Do I really sound like that? I never realized I had that nervous tick. Ouch!). Sometimes a verbatim record of the proceedings is not really what you want, and certainly not for every class. We ask the students at the end of the semester, but, again, their feedback at that point is often less than helpful.

Time to think about the Student and Faculty Partnership program. Continue reading