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Why Are You in This Class?

"The idea for this book can be traced to an incident that took place in my undergraduate astronomy class at university many years ago.

The lecturer began with the Big Bang, a theory to which, despite extensive examination, I have never quite warmed. His opening statement to us was that ‘before there was anything, there were particles floating around in the universe. I raised my hand and when called upon, asked (logically, I thought then), ‘What universe? If there was nothing, then there was nothing. I don’t understand.’

Accordingly, he revised his statement to say that there were sub-atomic particles in existence, to which I again asked, politely, ‘Where did they come from?’ His answer was, ‘Miss Cooper, you are an English major—why are you in this class?’ I replied that I was in university to learn [I was very young] and therefore was truly interested to know where these particles came from.

Whereupon he walked to the door, opened it, pointed down the corridor and said frostily, ‘This is an Astronomy class. We begin with the Big Bang. If you want to know where the particles came from, the Theology Department is down the hall, and the Philosophy Department is upstairs.’

Until that moment, it had not been my understanding, nor my experience, meagre as it was, that astronomy, philosophy, theology and literature could be unrelated. And, as the performance of the Astronomy professor did not convince me otherwise, I have persisted in the belief that they are not.

It still seems to me that none of the traditional components of the trivium or quadrivium is so far removed from another, or from the other arts, that the effort to understand one does not benefit all.

And I am still convinced that enquiry is the passport to genuine understanding..."

_____

~ From the Author's Preface to Felicity & Barbara Pym http://amzn.to/K83lDJ

Comments
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"If gold rusts..."

Harrison,

Your questioning was admirably fiesty and spirited, clearly "smacking" too much of the Socratic gadfly for this professor. 

Anecdotes of professorial arrogance abound, tainting the otherwise  mostly positive image set forth long ago in Chaucer's portrait of the ideal cleric ("gladly would he learn and gladly teach"). In earlier decades, according to a story  widely circulated among midwest academics then, a Carleton College English professor gained notoriety  for his reported practice of tearing up into small pieces what in his opinion were egregiously deficient student  papers and returning them in doggie bags to their  writers. At the other extreme, I've heard that today even using red ink to critique student papers is considered too harsh for the sensitive egos of youth.  The pendulum  has apparently swung from your professor's  brusque, dismissive attitude to one of excessive deference.  

P. S.  As an interesting issue in semantics, apparently a modern meaning of "outstandingly GOOD" has been added to the traditional meaning(based on Latin roots)  of "outstandingly bad" for the word "egregious".   Interesting example of our evolving language!  

 

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Fascinating etymology

Thanks Brenden - always appreciate your insights and anecdotes. Regarding the Carleton professor, if you get a chance and would like to, have a look at my recent blog post "Do the Essay Again" - I think you will find it interesting. I'm looking forward to catching up on your blog posts as well. With thanks for your always interesting observations - Harrison.

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Why couldn't he just...

...say "We don't know yet"?

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Huntington

I honestly don't know. Why can't most people apologise when they are very clearly wrong?  Why do some straight people object to gay people having the same human rights as they do? Why does Walmart exist? These are the unanswerable questions in the universe. :)