I have recently begun the exciting opportunity to teach a course in Indian philosophy in Boston University’s philosophy department. Thinking about and designing the course, I had the great opportunity to work with the small but excellent staff of BU’s Center for Excellence and Innovation in Teaching. They asked me: what’s your objective for the course? More specifically, what will your students be able to do when the course is done? They recommended that I pay particular attention to the verbs identifying these student abilities.
Such a question is easier to answer in skill-oriented courses – courses in Java programming or academic writing. There, the point of the course is all about something that students will be able to do. In a humanistic course, objectives are different, and often not easily specified. It’s not just that humanistic learning may have as much to do with personal transformation as with any acquired ability. It’s that even the abilities acquired are themselves difficult to define. In particular: one of the first verbs to come out of my mouth in response was “understand”. And one of the staff soon said in response, “we’d like to encourage you to avoid the U-word.” Continue reading