Teaching Great Books on the Web
Socratic Dialogue and Its Limits
Possible
Problems and Solutions
[1] It would be useful if we faculty members tried to
recall what it was like to read some difficult texts for the first time. I try
to keep an image of sitting in the old reading room at Wesleyan’s Olin Library
going over and over two pages of Marx and Engel’s The German Ideology in
mind before I teach their texts.
[2] It is also to be ungrateful to our teachers and
self-deceptive to boot. For most of the ideas of all but the most original
thinkers among us are, by and large, minor variations on what we have learned
from our own teachers and the books they taught us carefully to read.
[3] In looking at these numbers, one should keep in mind
that large numbers of Temple students live off-campus and either do not own
computers or do not have web access. This raises a serious issue of providing
an equal education to all students. I am deeply aware of this issue but do not
have space to discuss it further here.
[4] I hope to develop evaluation tools to document these
conclusions in the coming year.
[5] My notes are difficult but not impossible to
understand if a student has first read the text. I do not want to force my students
to turn with relief from the interpretation to the text—as was once said about
a particularly Hegelian interpretation of Hegel. Students who do read the texts
carefully have found my notes useful to them. Every semester I hear from
students taking the second semester of Intellectual Heritage with other
instructors who find my notes and overviews useful. They are typically among my
most motivated students. I have also heard from students from a number of
different states and six foreign countries who have thanked me for my notes. I
am, of course, concerned that some of these students are plagiarizing my notes
for their papers. I do not see an obvious solution, except to put my course
material on a restricted server. Aside from the technical difficulties, this
solution would conflict with my non-teaching reasons for including this
material on a public server.
[6] That I provide so much aid for students in writing papers and examinations has one other benefit: Students have little incentive to plagiarize from other secondary sources. Cheating of this sort has not been a serious problem in most of my courses. When it does arise, it is usually easy to ferret out.