The fall semester of
2014 was perhaps my first true engagement with intellectual engagement.
Employing a classical understanding of intellectual engagement - that of
philosophy and debate with citizens about such concepts as justice and fairness
- the Honors Enlightenment seminar pushed me to consider the theories produced
by 17th and 18th century thinkers. The course was constructed because of
an apparent lack of knowledge of the Enlightenment (and therein the theoretical
formation of modern Western society) in UC students as well as the production
of thinkers to question/defend western thought. I can attest that these
objectives were fulfilled within myself.
However the most awesome aspect of the course was the intellectual challenge. The course was designed to have grades highly dependent on discussion and input; however, GPA was not as enticing for engagement as the invitation along the trying journey of the mind through thought, history, and theory. To begin, all students were addressed as members of "the thinking class," which immediately bestowed responsibility for the continuance of society and the expectation of critical thought. But the professor would then weave a narrative of the philosopher in question and posit gaps to us to logically fill, therein training our minds to reason. To draw from content outside of the direct question and form a logical conclusion. The second aspect, which accompanied the intellectual element, was the actual discussion of material. We dove into logical theories that began in complete doubt - assuming that humans can know nothing - and challenged the legitimacy of governmental structures (monarchy, one-party rule, aristocratic rule, etc.) which empowered us. Knowledge truly is power and it should be wielded in the name of the good. I would posit that rarely (if ever) before were the students calling to question rights, societal structures, each other's arguments, and many other constructs and then be forced to defend the position. Never before had we questioned such values and aspects inherent within Western Society. We learned how to be skeptical, to be comfortable with distrusting accepted authority, and how to foresee the implications of an idea/movement. It should be noted that the learning environment remained oriented towards understanding/discovery and did not indulge hostility, which I believed allowed for the intellectual growth. Furthermore, our analyses went in depth into specific writers rather than focusing on generalizations and time period discussions.
Finally, we learned. We covered the earliest sociological theories (e.g. class structure in holding that people model themselves after those a class above themselves) and the historical contexts to influential writers such as Locke. Furthermore, we discussed what may have prompted them to write and influence their paradigm. History came together with political thought into a recognizable system and chronological, interconnected order of events. Analysis of texts and writers led us to understand their causes for arguments and what they may have been in response to. The material provided the student with knowledge about the foundations of Western Society that would enable him or her to engage in political conversations and further analyze the arguments presented.
While studying abroad, we were exposed to many new "lives." Visiting Cambridge for several days provided an insight into scholarly work and the price of becoming an "educated man." Cambridge requires a supervision program in which students engage in study of hundreds of pages of text to produce 1-3 papers (45oo words) each week and then are critically analyzed by the supervisor. Furthermore, proper habits and action were implicitly expected of us at Cambridge and our interaction with Cambridge faculty legitimized our expectations of ourselves because we were speaking with highly acclaimed scholars and in a surreal world of learning/knowledge. This opened a window into what a top-tier education is. Dinners at exclusive clubs gave insight into the "life of a gentleman" with expectations to dress smart, act proper/sophisticated, and engage intellectually. Finally, city life was redefined by visiting the monuments and other antitheses to bustling crowds and tourism. Visiting such historically/intellectually oriented places as the Royal Society, the British Museum, and Gresham college revealed a unique, thriving life unlike the active, fast-paced perception of contemporary London.
I am infinitely grateful for all I have been given and gained in the Honors Seminar and was blessed to spend a semester with such impactful people.
However the most awesome aspect of the course was the intellectual challenge. The course was designed to have grades highly dependent on discussion and input; however, GPA was not as enticing for engagement as the invitation along the trying journey of the mind through thought, history, and theory. To begin, all students were addressed as members of "the thinking class," which immediately bestowed responsibility for the continuance of society and the expectation of critical thought. But the professor would then weave a narrative of the philosopher in question and posit gaps to us to logically fill, therein training our minds to reason. To draw from content outside of the direct question and form a logical conclusion. The second aspect, which accompanied the intellectual element, was the actual discussion of material. We dove into logical theories that began in complete doubt - assuming that humans can know nothing - and challenged the legitimacy of governmental structures (monarchy, one-party rule, aristocratic rule, etc.) which empowered us. Knowledge truly is power and it should be wielded in the name of the good. I would posit that rarely (if ever) before were the students calling to question rights, societal structures, each other's arguments, and many other constructs and then be forced to defend the position. Never before had we questioned such values and aspects inherent within Western Society. We learned how to be skeptical, to be comfortable with distrusting accepted authority, and how to foresee the implications of an idea/movement. It should be noted that the learning environment remained oriented towards understanding/discovery and did not indulge hostility, which I believed allowed for the intellectual growth. Furthermore, our analyses went in depth into specific writers rather than focusing on generalizations and time period discussions.
Finally, we learned. We covered the earliest sociological theories (e.g. class structure in holding that people model themselves after those a class above themselves) and the historical contexts to influential writers such as Locke. Furthermore, we discussed what may have prompted them to write and influence their paradigm. History came together with political thought into a recognizable system and chronological, interconnected order of events. Analysis of texts and writers led us to understand their causes for arguments and what they may have been in response to. The material provided the student with knowledge about the foundations of Western Society that would enable him or her to engage in political conversations and further analyze the arguments presented.
While studying abroad, we were exposed to many new "lives." Visiting Cambridge for several days provided an insight into scholarly work and the price of becoming an "educated man." Cambridge requires a supervision program in which students engage in study of hundreds of pages of text to produce 1-3 papers (45oo words) each week and then are critically analyzed by the supervisor. Furthermore, proper habits and action were implicitly expected of us at Cambridge and our interaction with Cambridge faculty legitimized our expectations of ourselves because we were speaking with highly acclaimed scholars and in a surreal world of learning/knowledge. This opened a window into what a top-tier education is. Dinners at exclusive clubs gave insight into the "life of a gentleman" with expectations to dress smart, act proper/sophisticated, and engage intellectually. Finally, city life was redefined by visiting the monuments and other antitheses to bustling crowds and tourism. Visiting such historically/intellectually oriented places as the Royal Society, the British Museum, and Gresham college revealed a unique, thriving life unlike the active, fast-paced perception of contemporary London.
I am infinitely grateful for all I have been given and gained in the Honors Seminar and was blessed to spend a semester with such impactful people.