Or: How to Learn from your Undergraduate Students
by Aaron Jonas Stutz
Let’s start with learning from the learners. In all of my courses, I attempt to challenge my early undergraduate (Freshman and Sophomore) students to clarify and make connections among concepts that my scientific colleagues and I don’t entirely agree on. Or even pay attention to.
I look at it this way. As many of my faculty colleagues in diverse institutions would vouch for, it is basically impossible for any one of us scientists to steer general academic conversations–within any given discipline or specialization–toward concept-focused issues of what we don’t understand, have failed to define, or have thoroughly muddled. This is partly because, as Thomas Kuhn (1996 [1962]) famously discussed, scientific research communities tend toward what are tacitly accepted as normal paradigms. No matter how compelling a lone dissenter’s argument may be, it’s unlikely that a broader research community will immediately see a shared interest in un-learning, re-learning, and creatively reorganizing and redefining key concepts, observation and analysis methods, questions, and all of the jargon and time spent reading and debating that goes with it.
In any case, for several years now, I have confronted my students in an Emory University 200-level core course in the Neuroscience and Behavioral Biology major with a major problem in studying the evolutionary foundations of human behavior:
- what is the human niche … and where is it?
Continue reading What Makes a Niche in Nature? And Where Does it End Up?