Quote:
Originally Posted by pshrynk
The thing that is most distressing is that it is a clas on critical thinking that starts out with uncritical discussion of points of dissention. Seems like a sleeper class to me. Buy the crib notes, show up and sit in the back and act like you're taking notes while doing the crossword or reading something interesting. Ace the tests by emulating the professor's rhetoric style and gather ye the credits at the end of the semester.
Or at least that's the way I got through Statistics and Pathology in Med School.  |
Good strategy-- but there are only seven of us in class. I'm good at being invisible, but I don't think I'm that good. I'm working on the emulation problem, but she's being rather cagey about not telling us what she wants, and I'm not sure the rhetorical style she's using in class isn't a deliberate bluff. (It certainly doesn't match what she's
telling us she wants.)
Another fact I should point out is that this doctoral program is aimed primarily at teachers or school administrators in the field who want to pursue an advanced degree, so most of us are working professionals, not students straight out of their Bachelor's degree with no experience. There is one student who has just finished her Master's and another who is only a few years out from that, but they both seem pretty sensible. There's really only one student in the class who thinks it's worthwhile to argue the "some thoughts are not meant to be analyzed" point of view, but she seems to assume that we all hold that view secretly, so she has to try to beat it out of us.
