Seminar

: Read " The Spiritual Universe

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," an essay by theoretical physicist and novelist  Alan Lightman (Links to an external site.) . Then, pick 2 of the following questions and respond in at least 6 sentences each. In each case, support your analysis with direct quotes and paraphrases of key points from the text.

1. In Lightman's estimation (not yours), what sets science and religion apart? As different sources of knowledge, what does each offer that the other does not? And why is it “sometimes useful to distinguish between a physical and spiritual universe” (63)?

2. On the other hand, what--in Lightman's estimation (not yours)--do science and religion have in common? Can they coexist? If so, how? Under what conception are they compatible? 

3. Why does Lightman provide the  anecdote (Links to an external site.)  about ospreys (52-54)? What purpose does this anecdote serve? How does it help his argument? Does such evidence function logically, emotionally, credibly, or some combination thereof?

4. As both a scientist and a humanist, Lightman is in a unique position to perceive the differences and similarities between the arts/humanities & sciences. However, he has admittedly "struggled to understand [these] different claims to knowledge" (34). After all, science is concerned with questions that have definite answers whereas the arts/humanities are concerned with questions that don't. "As human beings," Lightman asks, "don't we need questions without answers as well as questions with answers?" (46). Why - in Lightman's estimation and yours - do we need both? In particular, why work on a question that has no definite answer? Why, as Rilke claimed, should we "try to love the questions themselves like rocked rooms" (47)?

5. According to Francis Collins of the Human Genome Project, science is limited to answering only certain questions, thereby leaving out others, chief among them, “Why are we here and what’s the meaning of life and is there a God?” (43), to which Lightman later adds “What is the nature of love?” and “Is it moral to kill another person in time of war?” (64). Can you think of another question that science cannot answer? First, state it, then explain why science cannot answer this question, using whatever evidence you can provide (i.e. anecdote, example, personal observation or experience, expert opinion) to support your argument.

6. To hear Lightman tell it, science is a work-in-progress based on “working definitions” that require incredible personal involvement and constant revision. In this sense, scientific discovery is somewhat akin to the creative process. However, does this similarity shed any light on "how science and art affect each other” (37)?

STEP 2: Come up with your own question for discussion and answer it in at least 5 sentences. Be sure the question is an open-ended discussion question rather than a fact-based question. In other words, it should encourage conversation and needn't have a clear answer; instead, it should value exploration over verifiability. 

STEP 3: Comment constructively on the response of at least 2 peers in at least 5 sentences each, going beyond mere acknowledgement and/or flattery, furthering an exploratory and analytical discussion that complicates--rather than simplifies--the subject matter at hand.

Ground Rules :

· When challenging your peers’ interpretations or offering alternative views, try to refer to evidence from the text to support your ideas.

· Be respectful. Don't put down the ideas of another student. 

· Ask questions if you do not understand what someone has said.

· Remember this is a discussion first and foremost (characterized by inquiry, participation, and communal spirit), as opposed to debate (characterized by persuasion, prepared rebuttals, clear sides).

Goals:

· Help one another understand the ideas, issues, values, and rhetorical features reflected in these texts. Through a process of listening, making-meaning, and finding common ground, work toward shared understanding rather than trying to prove a particular argument. A Socratic seminar, like this one, is not used for the purpose of debate, persuasion, or personal reflection, as the focus is on developing shared meaning of a text.

· Have a robust discussion. In such a seminar, the participants--namely, you--carry the burden of responsibility for the quality of the discussion. Good discussions occur when participants study the text closely in advance, listen actively, share their ideas and questions in response to the ideas and questions of others, and search for evidence in the text to support their ideas. 

Submission Guidelines :  Be sure to number the questions you responded to, single-space your answers, and proofread your work carefully for grammar, spelling, and punctuation.

To post Steps 1-2, click "Reply" at the bottom of the screen. You may either (a) copy & paste your pre-written response in the text entry box that appears, or (b) click "Attach" (bottom-left) and upload your pre-written response. Then, click "Post Reply." Keep in mind that you must post before you can see other replies.

To post Step 3 (your peer response/ discussion contribution), find at least 2 reading responses that pique your interest and click on "Reply" at the bottom of each post.

Rubric & Grading: To view the grading rubric, see below--or click the toggle button on the top-right-side of the screen (above the light blue bar) and select "Show Rubric."

Otherwise, consider that the following criteria will be used for assessment... 

· preparation (does the student's work reflect a close reading of the text?)

· engagement (did the student thoughtfully engage with their peers?)

· respect (no interruptions or put-downs)

· meaning-making (students understand the text more deeply at the end of the seminar)

· use of evidence (student comments always refer back to specifics from the text). 

Keep in mind that I will be assessing each of you by these means. So, failure to prepare and engage, be thoughtful and respectful, or support your ideas with evidence, will result in a reduction in your grade.