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et502's picture
This is a brief 360 related post - but I think we can connect this to most Education classes.

I’ve been thinking about how useful it is to have so many different majors present in this literacy class and 360 - In a discussion on Tuesday in Psych, many of us were really confused about how to proceed with the unfamiliar psychology terms. But Manya was able to give us a really good explanation - we kind of drilled her for information! Also, Lucy and I were talking about her background in Anthropology this morning - this will be useful in our explorations of culture.

We are a community of many different skill sets - and we can benefit from all of those disciplines when we are open to learning about and from each other. It’s really difficult to ask for help - especially when (often) our previous education calls for independence and individuality. However, knowing your resources and using them effectively - that does not imply dependence, but a kind of fusion or interdependence.


vvaria's picture

Oh yes! I am so glad you

Oh yes! I am so glad you blogged about this, Emily, because I was about to blog about a very similar sentiment, and really appreciate the insight you, Esteniolla, and Alice provided.


Here are some of my additional thoughts and things that I am excited about regarding some 360 connections:


1) Connections within the courses: This is something obvious, and something that we have been talking about in bits and pieces, but I think more and more I am seeing distinct correlations between my coursework in each of these classes. For example, the use of Decolonizing the Mind from Pim’s class in Psych, and the potential of using the article Alice tweeted about Facebook in Psych as well. (Not to mention the Illvich article that seems to be creating an overlaying sense of questioning for the entire 360)  I think the themes of the Psych class have really allowed us to contextualize the materials in our other classes within the parameters of the themes. Even the technology that we are incorporating into Alice’s class is relevant to my group’s potential work in Pysch, as we hope to observe individual’s “virtual identities,” and online culture.


2) Owning how we think: not only is it so wonderful being able to monopolize our discipline and the information that we have obtained through our previous coursework, but also experiencing different methods of learning and thinking.  I think that science and math students think in a very different way than anthropology and sociology students, etc., and that this provides us with a new scope on how we obtain and give information, and how we present discussions.  It has been really challenging to incorporate all these new levels of learning into my education, but at the same time incredibly inspiring and insightful. Because there is so much opportunity for us to incorporate and develop our own thoughts about this topic, there is such a culture of individualism that I appreciate, but haven’t had an opportunity to acknowledge, but so much of this “individual development” comes from the community and interdependence that has been created. 

ckenward's picture

on connecting with courses

Though I am not in the 360 - I also feel I've had a lot of connection between my courses this semester.  It is interesting because they are across diciplines (humanities and social sciences) but I feel more of a connection when I'm taking three radically different courses than when I'm taking 3 soc courses.  Has anyone else had this experience?

nmofokeng's picture

Across Disciplines

I agree with you and Emily that working across disciplines can prove to be more generative than within one. I think because we are primed to expect each to be wildly different from the other but it can turn out that there are unexpected connections. These empower us to look a little more critically at each of the classes and their content.

When trapped within a discipline, we are less stimulated to think outside the box, so to say. Afterall, each field has its perspective and tools for problem-solving, assuming they even see the same problems. This is definitely the value of our group dynamics, as it allows for the deepening of collective understanding through individual processing.

et502's picture

Actually, yes - I think I

Actually, yes - I think I know what you're talking about.. I'm an English major, and when I'm taking more than one English course at a time, I actively avoid those connections since they would cause confusion. Whereas with a French Literature course, a Psychology course, and an Education course, I have no qualms with drawing from a reading in one class to support a theory we discuss in another. I wonder why we need inter-subject barriers and across-subject bridges?


couldntthinkofanoriginalname's picture

Awesome post! I like the word

Awesome post! I like the word interdependence. This post reminds me of a post I submitted at the beginning of the course about making our experiences (knowledge as well) the focus of the classroom. But you changed that view a little for me. It is not that they should be the focus, although that wouldn't be a bad thing, instead, it is smart to make use of what we know and what others know to support the topic/discussion in the class.

Also, since I am the only freshman, being in a class with people who have already established their interests is giving me a greater sense of what I want to major in.....and I thought it would be crappy to be the only freshman! NOT!:)

See you in class,


alesnick's picture

"learning about and from each other"

Beautiful! Thanks for articulating the value of being a community of different skill sets.  It is very interesting to think about how earlier ed. experiences may have socialized you not to see or value or use interdependent learning.  This is an empowering glimpse -- this is where educational change can really be catalyzed.