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Patrick Thomas Morgan Patrick Thomas Morgan

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Currently working toward his PhD in English at Duke University, Patrick Thomas Morgan is a former geologist and science journalist whose research focuses on theories of nature and the human—such as the relation between geology and literature—in 19th century American and transatlantic texts. As a geologist, he studied micro-fauna and climate change, presenting his research (“Late Holocene Climate Variability and Implications for the Onset of Arroyo Incision along the Little Dolores River, Western Colorado” and “Dacryoconarids and the Eifelian-Givetian Boundary (Middle Devonian) in the Marcellus Shale of Western New York State”) at Geological Society of America conferences. His journalism appears in DISCOVER magazine, EARTH magazine, and The American Gardener, in addition to DISCOVER’s in-house blogs, 80beats and Discoblog. Most recently, Patrick co-wrote alongside Priscilla Wald the March 2013 preface to American Literature’s Thoreau Symposium, tracing how “the figure of the human occasions a shift in the modes of engagement, including reading practices, through which human beings, and humanists, make sense of lived experience.” Leading science and literature critic Laura Dassow Walls has called Patrick’s scholarly work a “surprising discovery,” referring to his 2010 publication, “Aesthetic Inflections: Thoreau, Gender, and Geology” in theConcord Saunterer: A Journal of Thoreau Studies.

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Cathy Davidson Cathy Davidson

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Recently appointed by President Obama to the National Council on the Humanities, Cathy N. Davidson has published more than twenty books, including Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn (Viking Penguin 2011) and The Future of Thinking: Learning Institutions in a Digital Age (with David Theo Goldberg, MIT Press 2010). Cathy Davidson teaches at Duke University, where she co-directs the PhD Lab in Digital Knowledge and holds two distinguished chairs (Ruth F. DeVarney Professor of English and the John Hope Franklin Humanities Institute Professor of Interdisciplinary Studies). She served as Duke’s first Vice Provost for Interdisciplinary Studies and helped to create the Program in Information Science + Information Studies and the Center for Cognitive Neuroscience. She is a cofounder of the global learning network HASTAC (Humanities, Arts, Science and Technology Advanced Collaboratory), with over 10,000 members. HASTAC administers the annual $2 million HASTAC/MacArthur Foundation Digital Media and Learning Competitions and has awarded and mentored eighty-nine Connected Learning projects in over twenty countries. In October 2012, she and HASTAC cofounder David Theo Goldberg received the Educator of the Year award from the World Technology Network in recognition of their “visionary contribution to science and technology in education.” Davidson is the first educator to be invited to join the Board of Directors of Mozilla.

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Recently appointed by President Obama to the National Council on the Humanities, Cathy N. Davidson has published more than twenty books, including Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn (Viking Penguin 2011) and The Future of Thinking:  Learning Institutions in a Digital Age (with David Theo Goldberg, MIT Press 2010). Cathy Davidson teaches at Duke University, where she co-directs the PhD Lab in Digital Knowledge and holds two distinguished chairs (Ruth F. DeVarney Professor of English and the John Hope Franklin Humanities Institute Professor of Interdisciplinary Studies). She served as Duke’s first Vice Provost for Interdisciplinary Studies and helped to create the Program in Information Science + Information Studies and the Center for Cognitive Neuroscience. She is a cofounder of the global learning network HASTAC (Humanities, Arts, Science and Technology Advanced Collaboratory), with over 10,000 members. HASTAC administers the annual $2 million HASTAC/MacArthur Foundation Digital Media and Learning Competitions and has awarded and mentored eighty-nine Connected Learning projects in over twenty countries. In October 2012, she and HASTAC cofounder David Theo Goldberg received the Educator of the Year award from the World Technology Network in recognition of their “visionary contribution to science and technology in education.” Davidson is the first educator to be invited to join the Board of Directors of Mozilla.

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Since the time of Plato leading thinkers have argued that the lecture format is inefficient and ineffective, and that it trains students to receive information passively instead of actively questioning, challenging, and evaluating what they see and hear. Barry Peddycord III and Elizabeth A. Pitts (Ft. Barry Peddycord III & Elizabeth A. Pitts) – From Open Programming to Open Learning: The Cathedral, the Bazaar, and the Open Classroom (Chapter Two)

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Perhaps an allusion to the Socratic method, a dialectic method of inquiry through which the teacher primarily asks questions thus encouraging critical thinking in the student.

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10 years

Importantly, the critique that Plato’s Socrates offers at the beginning of the “Phaedrus” is not aimed directly at the lecture, but at the lecture as an essentially written mode of discourse–the problem is not only that one cannot argue with writing, it also that one is captivated by the beauty of rhetorically powerful delivery. In the “Gorgias” though, Socrates is at least open to the possibility of expressing oneself with what he calls a long “logos”–but then he has his doubts about Gorgias' students using this medium (he remains silent on the great orator himself). At the end of the dialogue, he delivers a long lecture in the form of an dialectical cross-examination of himself, blurring the distinction between these two media (much as the Socratic dialogue as a literary genre does). And after all, Plato is writing all of this, so perhaps there is some uncertainty about the passivity of reading as well. In Antiquity, it was just as common to have one’s slaves read a text aloud, or for a group to read it together (see the “Theaetetus” for this.) Just one small example of the way in which Plato’s text proves itself ever elusive.

Importantly, the critique that Plato's Socrates offers at the beginning of the "Phaedrus" is not aimed directly at the lecture, but at the lecture as an essentially written mode of discourse--the problem is not only that one cannot argue with writing, it also that one is captivated by the beauty of rhetorically powerful delivery. In the "Gorgias" though, Socrates is at least open to the possibility of expressing oneself with what he calls a long "logos"--but then he has his doubts about Gorgias' students using this medium (he remains silent on the great orator himself). At the end of the dialogue, he delivers a long lecture in the form of an dialectical cross-examination of himself, blurring the distinction between these two media (much as the Socratic dialogue as a literary genre does). And after all, Plato is writing all of this, so perhaps there is some uncertainty about the passivity of reading as well. In Antiquity, it was just as common to have one's slaves read a text aloud, or for a group to read it together (see the "Theaetetus" for this.) Just one small example of the way in which Plato's text proves itself ever elusive.

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Acknowledgements The 21st Century Collective – Acknowledgements

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Preface The 21st Century Collective – Preface

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On Rap Genius (rapgenius.com) anyone of the millions who wish to be part of that community may annotate in any medium line-by-line or in sections. The 21st Century Collective – Preface

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Rap Genius provides two important components to the Field Notes project.

As this annotation exemplifies, the platform allows word-by-word and line-by-line multimedia annotation capabilities.
Because of its role as a popular cultural website, Rap Genius has the potential to vastly expand the audience for Field Notes.

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What is a course? What is a class? Cathy Davidson – How a Class Becomes a Community: Theory, Method, Examples (Chapter One)

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These are vital questions in the age of MOOCs–Massive Online Open Courses–and other forms of online learning that challenge our notion of traditional academic units. Can a course still be a course if the students never meet face-to-face in a classroom? Then again, if learning is open and online, doesn’t this expand the very concept of the classroom?

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10 years

This image needs an attribution to Mathieu Plourde: http://www.flickr.com/photos/mathplourde/8620174342/.

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Jeremy Dean, The 21st Century Collective – Acknowledgements

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Jeremy Dean is the Education Czar of Rap Genius. He collaborates with educators at all levels to make use of the “Genius” platform in teaching and research.

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