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The format of the class we observed was interesting; it really felt like a Physics For Poets class, as had been described by Barad. My understanding is that the readings in past weeks had been more technical in nature, though, so perhaps we just came at an opportune time.

The fact that there was only one declared Physics major in the class might have created a different atmosphere, and the fact that the only male in the room was the professor might be interesting to consider. How does this change the dynamic? What would it be like if the class had more physics majors? Would the humanities majors feel like they had to differ to them? I've noticed in our own class that we often differ to the various students according their major, particularly the science major students or those with a history of science. Also, the fact that physics is embodied in their classroom via Professor Beckmann might be interesting to consider.

There were several aspects of the class that I liked, although from the point of view of applying these tactics to science classrooms. The small group discussions, for one; while physics classes often have small group work, my understanding is that the emphasis on those is trying to work through problem sets together. How is that different from having a dialogue about the topic? When I took my lab sciences, the point was to get the answer so you could be done faster, not to understand.

The journal entries I thought were particularly intriguing, since at the beginning of the class the professor emphasized, for an example, that the differences between coal and nuclear power are mostly social and political issues. Or that the students needed to research the human aspects of, say, coal power -- with human mortality rates, and such. Would this satisfy Barad?

A small comment that sticks out in my mind was one related to a question that Rosemary made, concerning the post-bacs own introductory physics class. Relating back to the comment I made about the point of my lab sciences being to get to the end and not the journey... doesn't that accomplish the same thing? If post-bacs are given a class on physics just so that they can check off that they've accomplished that milestone on their way to becoming a doctor, are they really learning anything? Isn't the point of higher education to take something from the classroom besides a grade?