I really enjoyed Paideia a great deal more this time around, I think, than the whole of sophomore year. Granted, this is probably due to the fact that I’m a better human being than I once was and that I’m more comfortable with the rest of you, more comfortable with what academics I enjoy and how to speak publicly about them, comfortable with debate and openly questioning people and being questioned – and for all of this, I’d like to extend my thanks, because you’ve all played a huge, huge hand in shaping me this way.
I very much enjoyed our brunches out and would love more of that – I know the scheduling is always crazy and I apologize for my own absences this time around both for the one off-campus outing to Dr. G’s place and for missing, I believe, Laurel’s presentation (sorry, Laurel!). This semester has been particularly rough on moi; I really did stretch myself and reach a limit this time. 14 hours is too few and 18 avec Capstone is too many. Oy vey – but Paideia classes, I have to say, without flattery or buttering, have really acted as a welcome reprieve from the madness of grades and pressure as a return to the joy of learning and thinking for the joy of learning and thinking. And I thank my lucky stars that it’s worked out so well with all of you in the group; I think we had a rocky beginning but that we’re coming together nicely as a unit.
As I mentioned in my previous entry specifically about the student-led discussions, I found this use of class time as particularly useful – I’d just like to see a bit more engagement with the actual presentations from the presenters. But overall, I’m very fond of this method and readily vote for it again for next year. I feel like everyone was very participatory, generally, this time around and that, at least from where I was sitting, people seemed more comfortable about piping up on their own accord. I’m very proud of us for this cultivation of confidence and comfort; I think it shows real gusto and maturity in us as a group that we could come together as a smooth sailin’ ship where so many other groups have splintered apart or into apathy. Thank you for caring so heartily (or at least for acting like it in class it’s made me feel very at home, very comforted and worthwhile).
However, back to the subject of student-led discussions, I would like to propose that since we’re all going to be doing a presentation of some kind at some point next year, why don’t we restrict our presentation topics/readings to things directly pertaining to the material we’re planning on or considering to use for these final projects – and then in the spring semester maybe we could, instead of readings & presentations, just give mock presentations to each other over what we’re planning to present. I know this is a risky business because some people work best under pressure of procrastination, but I think projects like these deserve a bit more forethought than the norm, plus it could really help to keep people from becoming overwhelmed with all the other pressures accompanying the final weeks of college.
Maybe we could all go as a group to some presentations next semester? I know they give them all the time at UT – why not take a day, chalk it up as an excused academic absence, have lunch in Austin and take notes at some professional and graduate presentations? I went to an American Studies graduate panel presentation at UT last semester and, I have to say, I think we could kick their asses with pride and ease.
Peace,
Katie
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