We are a commune of inquiring, skeptical, politically centrist, capitalist, anglophile, traditionalist New England Yankee humans, humanoids, and animals with many interests beyond and above politics. Each of us has had a high-school education (or GED), but all had ADD so didn't pay attention very well, especially the dogs. Each one of us does "try my best to be just like I am," and none of us enjoys working for others, including for Maggie, from whom we receive neither a nickel nor a dime. Freedom from nags, cranks, government, do-gooders, control-freaks and idiots is all that we ask for.
The interesting fact is that they are passing this off as "education" and most are accepting that characterization.
I just wonder how this is contributing to the disciplining of the student's intellect, establishing principles or regulation of their heart (emotions). Even if we were to consider whether such a course would provoke the student to develop the intellectual skills, we would find that it is presented with such certainty that is it will provide little more that "memoriter work".
Usage: Education, properly a drawing forth, implies not so much the communication of knowledge as the discipline of the intellect, the establishment of the principles, and the regulation of the heart. Instruction is that part of education which furnishes the mind with knowledge. Teaching is the same, being simply more familiar.
We could add that indoctrination furnishes the mind with approved "facts" that are uncritically accepted and repeated.
One might contrast this "new" method of university teaching with that which makes good citizens. The contrast below is still relevant a century later
Here, then, lies the deeper significance of the problem method of teaching because of the direct effect of the school training on our citizenship and national progress. The history of education contains several illustrations of the relation of school training to citizenship and national advancement, the most striking of which, perhaps, is found in the Mohammedan system of education. In the elementary schools, and also in the universities of these countries, the instruction consists of dictating passages from the Koran or from commentaries on the Koran. It is all memoriter work and prevails much more than in America. Charles W. Eliot, President Emeritus of Harvard University, has given a most interesting description of the work in an elementary school in Tangier in North Africa. In this school for young children, he found a white-bearded man clothed in white, seated on straw in the center of a group of children. He had a long, flexible fishing-rod with which he could reach every pupil. This teacher recited several words from the Koran and then the children repeated these words in unison exactly as they had been given. Mr. Eliot states that this was the only work done in that school. Later, he visited the University of Cairo and found that every teacher was doing the same thing, but to a greater degree.
This memoriter method in education is the prime cause of the backward condition of the Mohammedans. This is the reason that for many centuries natural science has made no progress in these countries, and clearly shows the relation of school training to national progress.
Likewise, the cause of the static condition of the Chinese people may be traced to the kind of education given in their schools. Their method is that of direct and exact imitation. "The object of the teacher is to compel his pupils, first, to remember; secondly, to remember; thirdly, and evermore, to remember."
--Teaching Boys and Girls How to Study' (1919) by Peter Jeremiah Zimmers, Superintendent of City Schools, Manitowoc, Wisconsin
If you are an engineering or science major you do not have time for this nonsense...although at many universities these are required so real students waste precious credits meeting the requirement. When I was a professor the deans were asking (every year) which courses could be eliminated or become electives to make room for these required nonsense courses. My response was always that we should be adding additional science and engineering requirements, not eliminating them--of course my opinion(s) were not well received and I finally left the hallowed halls.
Butler is an Indiana university. Having read another article on this instructor and "her" new class it is evident she is an oversized lesbian who needs to create enough "chatter" to stay employed by keeping her class full. Such a class is a waste of tuition and time and ultimately turns out students who have no skills to be employed by anyone except government. In government they will spend a lifetime in a cubicle fomenting rules and regulations to kill off the private sector jobs of people who did not take the "hate Trump" class.