A Zen Parable:

One day a student came to a famous Zen master and asked to be instructed in the teachings of Zen Buddhism. The master invited him to sit and proceeded to discuss the important aspects of Zen. "First let’s understand the idea of emptiness," said the master, but the student said "Oh, I already know about emptiness." The master then said, "Let us then begin with the principles of meditation." But the student said "I already know about meditation." Finally the master suggested a cup of tea. When the tea was ready, the master poured tea into the student’s cup. But when the cup was full, the master continued pouring tea, until the tea was overflowing and spilled all over. "Stop!" shouted the student, "you can’t pour tea into a full cup!"

The master said, "that’s right—go away and come back when your cup is empty."

I. Reading

• Be sure to look up unfamiliar words

Most of the texts we will be reading, especially Eliade, use a lot of strange and somewhat archaic terms. Most of the time, you can probably gain a general sense of his arguments without looking up every unfamiliar word, but you should get into the habit of reading with a dictionary handy.

• Make notes while you’re reading

Keep track of the points the author is making, any significant examples or arguments that are used, and so on. Also, record your own observations, insights, questions, comparisons, connections, etc. Be sure to keep your list of questions handy and ask them during class.

• Read each chapter twice

The first time you read a chapter, you should be skimming, not worrying if you miss something. Get the general flow of the chapter, the basic point you think the author is trying to make. Then go back and read it again for detail. It might sound like more time than you’re willing to spend, but it will make a huge difference in your comprehension and retention, and will really pay off in the long run.

• Then read it again

After we discuss the material in class, it will help considerably to go back and quickly review the chapter one more time. You’ll be amazed at how much more you get out of it.

II. Class Participation

• Speak up in class

The class is designed as a lecture/discussion. That means it is essential that students speak up. There are at least three reasons why you should speak up in class:

• It is more interesting to hear yourself speak than it is to hear me speak.
• You get a chance to try out your understanding before the exam.
• I also get a better sense of your understanding, and this puts me in a position to give you the benefit of the doubt if you are not clear on your exam.
• In some of my classes, class participation counts towards your grade.

I realize that some of you are shy, but get over it. It is definitely to your advantage to speak up. It doesn’t matter what you say, or if you are "right," but only that you are trying. If you perform for me in class, I can better coach your performance. If you speak up in class, I can teach you. If you don’t speak up in class, you can watch me teach others. You might still learn something from this, but not as much as you would if I were teaching you directly.

Don’t take it personally when I correct you, challenge you, or ask you to be more clear. It is all for your own benefit, helping you clarify your thought and your expression. I am on your side. Don’t be intimidated by other students or by me. Dare to be great.

• Besides speaking up in class, I will accept as fulfilling the spirit of the class participation obligation discussing the material with the instructor either outside of class or via E-mail.

• What constitutes an "excused absence"?

In order to claim an excused absence, you need to demonstrate that you were unavoidably unable to attend class. This means either that you were sick in bed, or otherwise prevented from making it to class. This needs to be documented somehow. The burden of proof is on you.

• No matter whether your absence is excused or not, you must be prepared the next time you come to class. This means several things:

• You must get the notes from someone in class before class so that you are up to date on the material and presentation.
• You must verify that the schedule has not changed. If the schedule is changed and you are not prepared, it is your fault.
• Do not ask me "did I miss anything." If you miss even a single class, you can be sure that you have missed a lot. If you didn’t miss anything, then I serve no purpose and might as well not hold class.
• Do not ask me to tell you what you missed. Get the notes from a classmate or two, and then I will be happy to answer any questions that you might have regarding those notes.

• Attendance is mandatory. For this reason, in my large classes where I don’t take attendance early in the term, at midterm I will begin taking attendance for those students whom I suspect of missing classes on a regular basis. If your attendance falls below 50% for the period monitored, you will fail the course. If you come in late, that is, after I have taken attendance and begun lecturing, then it is your obligation to let me know after class that you have attended. Otherwise you will be marked absent for the day.

• If you wish to bring a guest to class, it is courteous to introduce the guest to the instructor and to ask the instructor’s permission. It is inappropriate to bring a guest to more than one class meeting unless special permission has been received from the instructor in advance.

• Sleeping in class is discouraged. Although it does tend to happen to many people once in a while, if it happens to anyone frequently then there is a problem which needs to be resolved. It is rude to the instructor as well as to one’s classmates to consistently fall asleep in class.

III. Writing Papers

• A paragraph is not an essay

An essay is a structured sequence of paragraphs leading the reader from a premise, through an argument, to a conclusion.

Therefore a single paragraph, no matter how long or inclusive, is not an essay, and will automatically receive a grade no higher than P-.

• The proper procedure for writing this kind of essay is:

• Be sure to state your thesis (which in this case is your answer to my question) in as brief and clear a fashion as possible.
• Then in each of the next few paragraphs, state an argument or example which justifies your thesis
• clearly draw each conclusion clearly and connect it to the data so that the reader can see how you arrived at the conclusion
• if you have a point to make, make it clearly—the data does not speak for itself
• Each paragraph should have its own introduction and conclusion
• Finally, your concluding paragraph should cohesively sum up and interpret the overall argument.

• Quotations

Quotes should be used minimally, and thoroughly explained in the body of the paper. For the most part, you should try to use your own words.

Be sure to link the quotation to the point you’re trying to make. Quotes don’t speak for themselves—be clear regarding the conclusions you draw from the quotation.

• Collaboration

I encourage students to study together, but I must insist that all writing be your own work. No collaboration is permitted on the papers, and such practice will be considered plagiarism. If you are to learn anything from this course, you must do your own work.

• Typing

There are at least four reasons why I insist that all papers be typed:

• typing and/or word processing are increasingly essential skills in this day and age.
• If you don’t already know how to type, now is a good time to learn.
• If you don’t have a computer or typewriter, the University has many available for student use. Contact your nearest computing center for details.
• Even though your handwriting is perfectly legible to you, it is not to me. I have to read hundreds of papers, and deciphering handwriting inevitably slows me down considerably and makes my job that much harder. Typing is easy to read.
• Typing often forces students to write a second draft. This is essential, since the first draft is often not sufficiently clear or thorough

Since legibility is one of my concerns, make sure your typewriter or printer has a dark ribbon or ink cartridge. If I have to struggle to read your paper, I will grade it NP and return it to you unread.

• Miscellaneous Considerations

No title pages, please—let’s save paper.

Always write at least two drafts. Simply spitting out your ideas may be sufficient for a first draft, but proper writing requires subsequent crafting and organizing of those ideas so that you can lead your reader from your premise to your conclusion. Be sure that your conclusion agrees with your premise, and that your argument delivers what your premise promises.

Please put your names on the front top of the papers for quick ID

You might want to apply some distinctive marking to your paper for quick pickup

Papers will always be returned in alphabetical order. If you know the alphabet, it will be easy to find your paper. And if you keep them in alphabetical order, it will be easy for others to find theirs as well

to explain my scrawlings:

marks:

• ~ problematic: either only partially true, or oversimplified to the point of inaccuracy, etc.
• ??? unclear, either the language you use or the concepts you’re manipulating
• / indicates that I’m noticing things as I’m reading, keeps my eyes focused on the page
• X inaccurate, as the statement reads

Comments:

• vague—you need to be more specific: either your conclusions are not clearly drawn, or your point is not clearly made
• inconclusive—your paper ends without any clear or cohesive conclusions being drawn. Without a conclusion, the paper is all data.
• unclear—I can’t understand what you’re saying: either you have chosen the wrong words, or you have structured your sentence in an unclear fashion, or your ideas are basically incoherent
• oversimplified—you have reduced a complex issue to the point where all subtlety and depth is lost
• overgeneralized—your point is true of too many things, so you lose the focus which makes your point worthwhile. In some cases, your point can be generalized to the point of inaccuracy, as your conclusion cannot cover all the instances you claim.
• faulty logic—your conclusion is reached on the basis of a bad argument

Don’t wait until the last minute to write your papers. Unforeseen disasters and complication often occur, and waiting until the last minute does not leave you any room for error. I will not accept the excuse that your printer didn’t work, your ribbon ran out, your disk went bad, etc., since all of these problems could have been overcome if you had left yourself enough time.

Be sure to keep all your old papers and exams. First of all, they are useful for studying purposes; second of all, occasionally there are disagreements over your grades, or lost grades, or grades that weren’t recorded. Under these circumstances, presenting your old papers will clear up the confusion instantly. It is to your own advantage to keep your work, at least until the end of the semester.

Be sure to staple all papers together. I will not be responsible for pages which become separated. Paper clips are not acceptable, since they often become attached to unrelated pages.

Late papers will not be accepted for a grade for any reason whatsoever. If you must leave a paper for me in my mailbox, be sure to have the secretaries date and time the paper so that I know when it was turned in. Undated and untimed papers may not be acceptable.

In order to be excused from a paper, you must present documentation to support your claim that it was impossible for you to get the paper to me at the proper time. If you can demonstrate this, then the paper will dropped from your average entirely, and you will still be able to drop your lowest grade at the end of the semester.

IV. Studying

• Sound learning practice

Learning theory teaches us that a series of reinforcements at certain times after a learning event maximizes retention and comprehension. The following routine will guarantee most efficient learning:

• copy over and supplement your notes as soon as possible after class
• review your notes later that evening
• review again the next day, then two days after that, then again a week later
• A final review before the exam will be all you need after that

• Note-taking

At the risk of sounding anal-retentive, I suggest that your notebook page be divided into two parts.

• On one side, keep track of the discussion and lecture points, being sure to get all the main points
• On the other side, keep track of your own observations, insights, questions, or whatever

Try to capture the flow of the lecture, and all subordinate points.

Look at your notes periodically during class and ask questions at appropriate moments to clarify anything which seems unclear.

If your questions are not answered by the end of the class period, be sure to write them down and ask them at the beginning of the next class period, or contact the instructor outside of class.

If you must miss a class, be sure to get the notes from more than one classmate. Since this kind of note-taking can be extremely idiosyncratic, no two people might take the same notes. Thus by reading more than one set of notes you might get a broader sense of what took place.

• Review Writing Assignments

Even if you got a P on a paper, this does not mean that the same answer to the same question on an exam would be a good answer. Since we write the papers before discussing the material, I would assume that after our discussion you would be in a position to write a better paper. This might mean:

• drawing different conclusions
• drawing the same conclusions, but offering better examples or arguments
• going into more depth and making more connections

Thus rewriting or at least rethinking the papers is a good studying device.

Of course, if there are questions remaining concerning a paper, you are obligated to come to the instructor for assistance.

• Study in groups

You need to practice expressing your conclusions. Studying in groups is essential for learning this skill. Come to each study session with questions, and ask each other to answer them. If someone’s answer is not clear to you, insist that they be clear. You are doing them a favor. Rather than trying to express your ideas clearly for the first time on the exam, you can practice beforehand with others.

• Remember to draw conclusions

In this class, simply memorizing details or reconstructing lectures is not enough to get an A. You must draw conclusions from the data, and be able to show how those conclusions were drawn.

This is a philosophy class, and so the process of clear thinking and clear expression is at least as important as the content of the course. Therefore you must try to:

• take very little for granted

don’t assume that an author means what you would mean. Understand each author and tradition on its own terms

• be sympathetic and critical at the same time

we need to question everything, challenge everything, take everything apart, and ask the difficult questions

but at the same time, we want to be sympathetic to the fact that many millions of people find these traditions satisfying, and we are not in a position to judge either these traditions nor the people who believe in them

• Before you criticize an alien tradition, be sure that the same criticism cannot in any sense be leveled at your own tradition or viewpoint
• Ask yourself whether what seems self-evidently obvious to you isn’t merely what is familiar to you, and if you would have the same attitudes and beliefs if you had been born in a different culture, class, or time

• Make use of the instructor

I am perfectly willing to help you, but you have to come to me in time and with a good attitude. Let’s work through this together, and you’ll see that we are allies, not adversaries in this learning endeavor. When I force you to be clear, I am really on your side, honest!

V. Taking Exams

• You will need a blue examination book. No notes are to be made in the examination book. All notes are to be made on the front and/or back of the question sheet.

• Be sure to monitor your time carefully. Don’t spend forty-five minutes on an answer intended to take fifteen minutes.

• If you finish in less than half the recommended time, it is unlikely that you will do well. Check such work very carefully before turning it in.

• If you choose, you may answer the last question first, since it is worth more points, and might require more thought than the others. In such cases be sure to label each answer clearly, so that there can be no confusion.

• Count your answers before turning in the exam, and be sure you have answered the right number of questions.

• It is never a good idea to answer extra questions, because:
• I will not count more than the requested number of answers
• answering extra questions takes up time. It is better to spend that time making one answer great rather than giving me more mediocre answers.

• Remember to get to the point right away. Answer the question clearly and specifically, using examples and arguments to make your point.

• Be clear, and be sure that what is on the paper is what you meant to say.

• If you ever have a question or complaint about the grading of any paper or exam, I insist that you bring it to me and explain your objection. I will listen to your argument, and either

• change your grade
• not change your grade, but clarify the basis for my evaluation

• You should also come see me even if you simply want to know how to improve for next time.

• I will not accept as justification for an answer any of the following:

• "Dr. Fox said so..."
• "anyone said so..."
• "its in my notes..."
• "What I meant to say was..."
• "I’m not a [C,D,F] student..."
• "I really studied for this..."
• "I helped my friend study, and he/she did better than me..."

• Be sure to keep all your old papers and exams. First of all, they are useful for studying purposes; second of all, occasionally there are disagreements over your grades, or lost grades, or grades that weren’t recorded. Under these circumstances, presenting your old papers will clear up the confusion instantly. It is to your own advantage to keep your work, at least until the end of the semester.

• Unless arranged in advance, make-up exams will not be given unless you are physically prevented from attending the exam. In that event, you must provide documentation which supports that claim. Make-up exams are never fair - students aren’t tested on the same material, there are security concerns, and some students have more time than others to prepare. So I prefer never to give make-up tests unless it is absolutely necessary. Sleeping through an exam does not justify a make-up test.

VI. Taking the course Pass/Fail or as a listener

• I don’t recommend taking this course pass/fail

In order to learn anything from this class, you will have to read all the material and do all the work anyway. Inevitably students tell me that they regretted taking the course pass/fail, and encourage me to discourage other students from doing it. I am passing along their advice to you.

• If you plan to take the class as a listener (audit), you must contact me at the beginning of the semester. I require regular attendance from listeners, which means that I will take attendance for those choosing this option. If this policy is not followed, I will assign the grade of LW (listener withdrawn) at the end of the semester.