New
courses pose "Big Problems" for students
This
fall the College inaugurated a series of courses that
takes an interdisciplinary approach to solving intractable world
issues. The series may well represent a new model curriculum for
fourth-years.
Invited
to speak on campus in October, Richard Buchanan, AB'68, PhD'73,
a professor and head of the School of Design at Carnegie Mellon
University, recalled how he and other researchers approached the
challenge of building a robot that could assist the elderly. While
the project at first seemed fairly straightforward, he said, the
research team soon realized how complex it really was. "We began
by asking, 'What is a robot?' By the end, we were asking, 'What
are the elderly? What is a human being?'" The issue of elder care,
he concluded, is a "wicked problem," one that does not have immediately
calculable solutions and that requires the integration of many
fields of knowledge.
This
autumn, College fourth-years had the chance to wrestle with similar
dilemmas in the new "Big Problems" series of interdisciplinary
capstone courses. Buchanan's talk, "Wicked Problems and the World
We Make," inaugurated the 1999-2000 Big Problems Lecture Series,
an open-to-the-public forum designed to complement the new courses
and feature insights from off--campus experts.
William
Wimsatt, a philosophy professor, and J. Paul Hunter, the director
of the Franke Institute for the Humanities, are directing the
new program. Last year, Wimsatt and Hunter invited faculty members
who wanted to work collaboratively to a series of meetings on
interdisciplinary teaching issues. Out of this group came the
faculty members who agreed to offer courses as part of the series
this year.
The
first round of Big Problems courses includes Biological and Cultural
Evolution, taught by Wimsatt, linguistics department chair Salikoko
Mufwene, PhD'79, and linguistics professor Jerrold Sadock; Cultural
Evolution and Problems of Globalization, taught by the same trio;
and Is Development Sustainable?, taught by environmental studies
chair Theodore Steck and computer science lecturer William Sterner,
AB'69, MBA'82.
Each
course, explains Wimsatt, emphasizes an interdisciplinary take,
aimed at getting students to look up from their concentrations
to the broader issues at stake. "If a problem gets big enough,
it tends to pull in all the disciplines," Wimsatt says. "It also
tends to pull in all the other problems." He considers "big problems"
to be such matters as cultural identity, the development of language,
ethnic divisions, overpopulation, and globalization.
For
Wimsatt, having no readily available solutions to such dilemmas
is the most exciting part of learning. He says he was inspired
to help design the courses by Beloit College biologist John Jungck's
BioQuest program. "Jungck pioneered open-ended simulation software,
which lets students really investigate problems of their own that
don't have answers," he explains. "In that situation the teacher
has to act more like a knowledgeable consultant."
That's
the role Wimsatt feels he and his colleagues play in the Big Problems
courses. "I want to teach science and the problem-solving process
more like it's actually practiced," he says. "The tendency, at
least in pre-med-oriented biology courses, is to give only the
facts and the things that are absolutely certain, and not talk
about any theories that are up for grabs, because that's not going
to be on the MCATs. That's always struck me as a dishonest way
to write about science."
During
one afternoon session of Biological and Cultural Evolution, which
meets three times a week, the three teachers and some 20 students
pepper each other with questions, problems, and ideas. Mufwene
addresses the evolution of language and its relation to biology:
"Your genotype locks you up at birth, but in language it doesn't
work the same way. You are exposed to the way people in the community
speak. You develop your own system, but you change and remake
this system through your life. If this were a matter of DNA, we
would be dealing with DNA that keeps changing. However, in biological
species, will doesn't play an important factor. In language, I
can refuse to speak like you, I can choose a different course."
The
class's reading and research assignments similarly cross disciplines.
Required texts include Joel Cohen's How Many People Can the
Earth Support? (W. W. Norton), William Durham's Coevolution:
Genes, Culture, and Human Diversity (Stanford), and Daniel
Nettle's Linguistic Diversity (Oxford). One assignment
asks students to analyze the content of their lunches and determine
where the ingredients were grown, how they were distributed, and
how they were put together to create a meal. For one group project,
students are studying the categories of race and how they have
changed over time. "The changes are related to other events that
are going on--who's immigrating at that time, who feels that it's
important to make these distinctions," notes Wimsatt. "To try
to reach out from that to the issue of conceptions of race in
the time and the culture is clearly a big problem, and it plugs
into other big problems."
Dean
of the College John Boyer, AM'69, PhD'75, says that the Big Problems
courses, particularly their interdisciplinary nature, are rooted
in Chicago tradition. With his backing, eight to ten more are
in the works in areas as diverse as juvenile justice and problems
of scale. As upper-level interdivisional courses, Boyer says,
the Big Problems serve as "general education for seniors, which
allows them to bring together various skills they've gained in
the College. They are studying Big Problems as a skills exercise,
and that's a very traditional thing here." --B.B.