welcome to city life a yearlong interdisciplinary academic program about the lives and works of urban people.
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Cities have often been likened to symphonies and poems, and the comparison seems to me a perfectly natural one: they are in fact objects of the same kind. The city may even be rated higher, since it stands at the point where nature and art meet. A city is a congregation of animals whose biological history is enclosed within its boundaries; and yet every conscious and rational act on the part of these creatures helps to shape the city’s eventual character. By its form, as by the manner of its birth, the city has elements at once of biological procreation, organic evolution, and aesthetic creation. It is both natural object and a work of art; individual and group; something lived and something dreamed; it is the human invention, par excellence.
-- Claude Levi-Strauss, Tristes Tropiques (1955).
French anthropologist who developed structuralism as a method of understanding
human society and culture.
1924 - Robert and Helen Lynd arrive in Muncie, Indiana to study religion in American life. They decided to study the entire social life of the community so that they could understand the role of the religion. They divided social life into six parts:
Robert and Helen Lynd
Lynd Research Method social research
Important Question social research
Are you prepared to travel to a
city during spring quarter?
The Syllabus social research
A Social Studies icebreaker from the social research
Lunch social research
See you again at 1:00 in
Sem 2 D1107
Teaching and Learning in this program social research
City Life is based on a philosophy of teaching and learning informed by the pedagogy of John Dewey and the epistemology of Jean Piaget. John Dewey (1916) defined education as, “that reconstruction or reorganization of experience which adds to the meaning of experience, and which increases ability to direct the course of subsequent experience” (76).
Likewise, Jean Piaget (p.1973) explained that, “The goal of intellectual education is not to know how to repeat or retain ready-made truths. It is in learning to master the truth by oneself at the risk of losing a lot of time and of going through all the roundabout ways that are inherent in real activity” (p. 106). More recently, Eleanor Duckworth(1996) has called this way of learning, “the having of wonderful ideas,” which is “the essence ofintellectual development” (p.13).
Dewey, J. (1916). Democracy and Education. New York: Macmillan.
Duckworth, E. (1996). The Having of Wonderful Ideas. New York: Teachers College Press
Piaget, J. (1973). To Understand is to Invent. New York: Grossman.
Freedom - Not License! social research
A.S. Neil, an alternative educator, wrote a book, in 1966, by the name you see above.
Talk to two other people in this room about what he meant about freedom not license in educational settings.
Neil wrote,“ social researchI define license as interfering with another’s freedom,” such as,
“monopolizing conversations.” He noted the difference between
freedom and license as a matter of self-control, which he defined as,
“the ability to think of other people, to respect the rights of other people.”
“Freedom is doing what you like so long as you do not
Interfere with the freedom of others.”
“Freedom, over extended, turns into license.”
Interdisciplinary Study: Students learn to pull together ideas and concepts from many subject areas, which enables them to tackle real-world issues in all their complexity.
Collaborative Learning: Students develop knowledge and skills through
shared learning, rather than learning in isolation and in competition
Learning Across Significant Differences: Students learn to recognize, respect
and bridge differences - critical skills in an increasingly diverse world.
Personal Engagement: Students develop their capacities to judge, speak
and act on the basis of their own reasoned beliefs.
Linking Theory with Practical Applications: Students understand abstract
theories by applying them to projects and activities and by putting them
into practice in real-world situations.
TESC Social Contract social research
The Social Contract is an agreement; a guide for civility
and tolerance toward others; a reminder that respecting
others and remaining open to others and their ideas
provides a powerful framework for teaching and learning.
Freedom and Civility
Individual and Institutional Rights
Society and the College
Prohibition against Discrimination
Right to Privacy
Intellectual Freedom and honesty
Open Forum and Access to Information
Student Conduct Code/Grievance and Appeals
Copies of the Student Conduct Code are available at the
Office of the Vice President for Student Affairs, LIB 3236.
Copies of Evergreen's policy on sexual harassment
are available from the Equal Opportunity Office, LIB 3103.
The Program Covenant social research
Our learning community agreement