"And so it is that you by reason of your tender regard for the writing that is your offspring have declared the very opposite of its true effect. If men learn this, it will implant forgetfulness in their souls. They will cease to exercise memory because they rely on that which is written, calling things to remembrance no longer from within themselves, but by means of external marks. What you have discovered is a recipe not for memory, but for reminder. And it is no true wisdom that you offer your disciples, but only the semblance of wisdom, for by telling them of many things without teaching them you will make them seem to know much while for the most part they know nothing. And as men filled not with wisdom but with the conceit of wisdom they will be a burden to their fellows." ~Phaedrus
Dr. Jessica Flanigan
119f Jepson Hall
Drop-in office hours: Wednesdays 3-5
flanigan@richmond.edu
This semester, I'm experimenting with a pedagogical approach that limits students' access to technology.
My goal is to improve students' abilities to read slowly, think independently and to write without artificial assistance.
I hope this approach will enable students to experience philosophy as a way of life.
I'm calling this Y2K pedagogy because I'm essentially taking the classroom back to the level of technology that was available at the turn of the century:
Students will read from coursepacks.
Phones and laptops are not permitted in class.
Students must attend office hours in person at least twice during the semester.
Students are not permitted to use AI, including Grammarly, co-pilot, or any other robot assistant.
Students will write their papers, exams, and all weekly assignments by hand.
All paper drafts will be graded in person.
Instead of email, verbal communication is encouraged. Students are encouraged to attend drop-in office hours to check on grades or to talk about the ideas from class.
Students will apply philosophical ideas to their everyday lives.
Students will join study groups to talk about the readings.
To discuss the essay, students can sign up for an appointment at Jepson 119f.
Students are invited to join Jess for coffee at Passport cafe to talk about philosophical ideas. Jess will be there grading purpose projects on Wednesday mornings.
Why Y2K?
This is my last-ditch attempt to liberate us all from phones and robots.
Why are we using printed articles instead of Perusall?
I no longer think the benefits of using Perusall outweigh the costs of digital reading. Reading comprehension is generally worse for digital reading, due to notifications and the distractions of the internet. The social annotation features of Perusall used to outweigh these costs, but nowadays some people use AI to write their Perusall comments.
Why are we writing our weekly assignments by hand?
Writing by hand slows down the thinking process, encouraging deeper reflection on the readings and the assignment. It also discourages the use of AI.
What if my handwriting is truly illegible and/or my spelling is awful?
Please make an effort to write legibly. This may mean that you need to take longer to write your assignments. If I have any questions about your handwriting I will let you know! I do not care about spelling or grammar as long as you are able to communicate your ideas in writing.
What if I have a disability accommodation that says I can't write by hand?
It depends on the nature of the accommodation.
Note-taking accommodations are not necessary in my classes because the notes are provided.
If the office of disability services judges that you cannot write the weekly assignments or exams by hand then you must arrange a supervised time to write each assignment on a laptop or typewriter that is not connected to the internet, under supervision at the testing center where you do not have access to a phone. You will also need to make similar arrangements for both midterms and the final exam.
Why do you do in-person grading?
By grading in person, we can talk through your paper. I can check for understanding and I can make sure that you understand all the feedback.
Why don't you let students use AI?
For one thing, I'm very interested in what my students think and I'm not at all interested in what a robot thinks. For another thing, part of my job is to improve my students' writing abilities. For me to do this, they need to write their papers. These classes also fulfill the writing gen ed requirement, but I cannot certify that my students can write if I cannot verify that my students actually wrote their own papers.
Why do you discourage email?
I want my students to work to solve problems on their own and I worry that the use of email discourages self-efficacy and problem-solving.
I also want to encourage students to ask questions in class and/or stop by in person.
Aren't you just an anti-technology old person who doesn't get that robots are the future?
I guess so.
© Jessica Flanigan. All pedagogical materials are licensed under CC BY-NC-SA 4.0. Attribution to Jessica Flanigan, University of Richmond, is required for any use or adaptation.