Divinity United

Here is the concluding quote from a recent study by Kuznekoff and Titsworth on the use of texting and social media posts by students in the classroom: ". . . students who use their mobile phones during class lectures tend to write down less information, recall less information, and perform worse on a multiple-choice test than those students who abstain from using their mobile phones during class." Cited from,  J. H. Kuznekoff and S. Titsworth,"The Impact of Mobile Phone Usage on Student Learning." Communication Education, 62.3 (2013): 233-252 at 251. Not any surprise here. This is also why texting and driving are illegal in most places. Some further illuminating quotes from the study are as follows: "The practical implication stemming from the tests surrounding hypothesis 2 is that students who were actively texting/posting simply recalled less information than students who were not texting/posting. Specifically, students in the control group...

These quotes are from the Introduction to his excellent book Why Choose the Liberal Arts? "The liberal arts build on one of the oldest ideals of learning which Socrates put into practice in ancient Greece. For Socrates it was clear that we learn more effectively when we pursue questions ourselves and seek the answers ourselves, when we embody what educators call 'active learning.' The student is actively engaged in the learning process, asking questions, being asked questions, pursuing often elusive answers in dialogue with others. Knowledge cannot simply be poured, like water, from one larger container into an emptier one ( Symposium 175d). Socrates also made it clear that learning is most important and most successful when students are engaged in meaningful discussions, asking questions that will determine who they are and what they think about life's most significant issues. For example, what is human excellence? What is friendship? love? courage? How do we lear...

"It is at the cost of a vast outlay of time and of vast discomfort to the ears of others that we win such praise as this: 'What a learned man you are!' Let us be content with this recommendation, less citified ( rusticore ): 'What a good man you are!'" (372-73 [v. 2, 88.38-39]).

A week ago today we had our graduation chapel, and the processional hymn was "Praise the Source of Faith and Learning" -- words by Thomas H. Troeger, music by Richard H. Pritchard. The words and music can be found here . According to the Harvard University Hymn Book (p. 494), the hymn was commissioned by Duke University and "reflects the school's motto, 'Faith and Learning.'" For some reason, we did not sing the fourth and final verse, which brings it all to conclusion. We ended with the third verse which has the intriguing lines about "our learning" curbing "the error which unthinking faith can breed, lest we justify some terror with an antiquated creed." The hymn is an excellent hymn for academic settings, especially for those institutions that attempt to bring together faith and learning. The hymn is a reminder that human knowledge can "only partial truth impart", and it is a prayer: Blend, O God, our faith and lea...

"Is not the great defect of our education today--a defect traceable through all the disquieting symptoms of trouble that I have mentioned--that although we often succeed in teaching our pupils "subjects," we fail lamentably on the whole in teaching them how to think: they learn everything, except the art of learning.-- Dorothy Sayers, " The Lost Tools of Learning " I have placed a link to this excellent essay under the Liberal Arts heading in the right column.