On Tuesday, a Harvard committee of students, faculty and administrators, concluded that in the future students would be expected to study abroad and take more science classes in an effort to adapt the University curriculum to the 21st Century.
While study abroad programs are quickly become the new academic "must" for the university student, an idea slowly becoming embraced by the Princeton community, what is more surprising is the intended increase in the number of science classes required for graduation.
The committee said that every student should be "educated in the sciences in a manner that is a as deep and broadly shared as has traditionally been the case in the humanities and social sciences." Students should be able to "understand the news and expository articles in journals such as Science and Nature."
As Harvard President Lawrence Summers told the New York Times, "an educational culture where it's an embarrassment to not know the names of five plays by Shakespeare but OK not to know the difference between a gene and a chromosome isn't functional."
While I agree that there should be an increased scientific awareness an undergraduate student body, from my experience at Princeton, I question Harvard's conclusion that broad-based survey science courses are no longer sufficient.
I would argue that survey courses should remain, but should address more current scientific-issue related survey courses are what are needed. They are the best and only way to impart some basic scientific knowledge in humanities majors. Harvard's contention that, according to the Times, undergraduates "should focus on scientific principles and methods . . . spending time in the laboratory learning the chemical structure of the genome," seems an ill-conceived, idealistic conclusion.
As a recently-declared history major and someone with a deep rooted fear of science classes, I relish in the fact that as of tomorrow, I will never again have to take another ST — ever.
I don't mean in any way to condescend to the science classes I have taken at Princeton. They have always been well taught by world renowned professors and composed of interesting and dynamic material.
The problem is that at the end of the semester I am always left asking the same question: Was it really important that I take that class?
I am not doubting the educational significance and global importance of science but the science classes that are offered to humanities majors are too loosely affiliated with the "essence" of science and technology.
I along, with many other disenchanted P/D/F-ers, felt as though the tedious lab requirements simply rehashed standard sixth grade measurement procedures. While the classes I took were really interesting, I question the higher powers that have denoted such classes an educational imperative for graduation.
Princeton would do well to follow in Harvard's footsteps by increasing the level of scientific awareness amongst undergraduate students but I question whether an more in-depth approach to scientific principles will work. So, while I don't want to spend the next year studying the specifics of the genome in a laboratory I am also unconvinced that our current survey courses are supplying Princeton students with, what our academic handbook describes as the important skills of "understanding . . . the value of scientific thinking and its relation to societal issues."
Instead of increasing the required number of science classes the University should try and restructure those offered to humanities majors. The University and the departments that offer courses could do this by teaching students how to "understand the news and expository articles in journals such as 'Science' and 'Nature' " by focusing on the core values of scientific principles and how they will impact the world we live in. Chris Berger is a sophomore from London. His column runs every other Thursday. You can reach him at cberger@princeton.edu.
Read More
The CPUC must not gut its Judicial Committee
Bill HewittEnding the Judicial Committee’s jurisdiction over initial complaints would embolden abuses of power, allowing the administration to evade accountability for University rule violations without the pressure of student and faculty authority.
Ending the Judicial Committee’s jurisdiction over initial complaints would embolden abuses of power, allowing the administration to evade accountability for University rule violations without the pressure of student and faculty authority.
Princeton, let’s adopt a digital prox
Jorge ReyesTo prevent pointless replacement and lockout charges, maximize convenience, and create better access to meals and facilities, Princeton should follow the precedent set by some of its peers and adopt a digital prox system.
To prevent pointless replacement and lockout charges, maximize convenience, and create better access to meals and facilities, Princeton should follow the precedent set by some of its peers and adopt a digital prox system.
What is a Princeton degree really for?
Joel IbabaoSo what, in the end, is a Princeton degree really for? I take a more moderate view: Students should prioritize earning potential — unless they feel irresistibly called to something else.
So what, in the end, is a Princeton degree really for? I take a more moderate view: Students should prioritize earning potential — unless they feel irresistibly called to something else.