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Derek Thompson (Plain English) had a guest on who did get around to the question of losing long writing, as well as long reading .. but still plenty about a new regime of in class writing and viva voce exams etc -- DT suggested that college could become more like dissertation defense ... although dissertation defenses as we know them only come after dissertations ..
Makes me wonder, oxbridge undergrad tutoring on that model, as the central curriculum, always sounded fun, and less work than the very writing based evals we had stateside or elsewhere - i wonder if that was part of the reason that back in our day (and still?), US academics would often devalue (esp for those wishing to work/study back in the US after) that oxbridge ba/dphil, because they were literally shorter degrees and somewhat based in that old mode. . Perhaps some version of that mode will turn out to be the future, though, a tip from the old world for the new.
Contemplating the tutoring/defense model is a bit like contemplating your friends who majored in in film studies - were they really doing that much work, or just kind of watching movies? Are tutorials really very substantive, or just kind professionalized, guest-hosted dorm talk?
DT also had an interesting detail: apparently, when we write, it activates the spatial organization parts of the brain -- reminded me of the eighties Visual Basic coup of dragging around bits of text in Microsoft Word (and now in all text editors) with the mouse, or in earlier eras, snipping out some typewritten lines with scissors and pasting them into a different place in the typescript.
And then there's the fact that, whatever decline in reading there may be, there's a boom in soc media "book talk" (BookTok, Goodreads etc etc) - tho of perhaps not very substantial books, and perhaps not always actually read. Which is not entirely new -- in the old world, book club members and academics would sometimes admit to the same sin ..
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My tutor had some good things to say about my first Wittgenstein essay, which I'm really happy about. Of course, there was constructive criticism because that's what the tutorial system is all about, but he seemed pretty pleased with what I had overall.
I really love this tutorial. I find Wittgenstein to be fascinating, and even though his work can be very confusing, once you begin to understand, things start to click into place quickly.
I also think that it's much easier to learn in a one-on-one setting. At least for me, anyway. You get to really put your ideas out there and see what your tutor thinks about them, and he or she can share ideas and directly address what you have to say.
I'm continually surprised at how relaxed I feel here. I don't know if it's the change of environment or the difference in educational style, but I hope it lasts.
It's strange. Normally at this time of the year, I'm so stressed out that I can barely enjoy anything. But despite the huge workload, I find myself way less stressed here. Part of it is probably the atmosphere; part of it is probably the lack of tests. Educational ideals are just so different here, and I think it has been, and will continue to be, good for me.
It feels great not to be miserable.
So much of a tutorial is based entirely on your own initiative. I mean, you only meet with your tutor once a week for an hour. The majority of the rest of your time, you have to motivate yourself to get the reading doen and write the essay.
It's incredibly difficult to have so much unscheduled time, yet still have so much work to do.
But it is rewarding.