In a previous post, I mentioned my peculiar undergraduate experiences at alternative institutes of higher education (The New School) and how being a book-loving autodidact influenced, perhaps even configured, my approach to education. My favored learning strategies led me to a non-traditional graduate school program, as well. Reflecting upon my higher education, I realize that every institution I attended chose alternatives to standard pedagogy–and I am grateful that such colleges exist. The world needs outliers.
The New School’s pedagogy for the “Freshman Year Program” was seminar-based. That worked very well for me. Classes were small, discussion-centered, predicated on the reading of significant original texts–no textbooks. The professor was not a lecturer but a participant-coach and mentor.
The program was only a year long, however, so I had to transfer. There were a number of experimental college programs in the 1960s and 1970s; without the miracle of internet searching, however, they were not easy to locate. I did not find out about St. John’s College, Reed, or Evergreen, for example. I stumbled instead upon Thomas Jefferson College (now defunct) in Michigan.
I completed my undergraduate studies without ever seeing a syllabus. Yet I read more books than the majority of my standard-pedagogy-educated peers and discussed classic and contemporary texts, science and history and literature, in depth with my peers and with scholars. I wrote a lot and did hands-on projects, independent studies, experiments and interviews. TJC drew criticism for its ‘flakiness’ and ‘lack of oversight,’ (some of which, I can attest, was deserved); however, the former college president “described TJC as perhaps too far from the mainstream, but attracting excellent students, noting that ‘Thomas Jefferson College…was sending a larger percentage to graduate school than the College of Arts and Sciences.'” Yes, but in my case it took awhile to get there.
Much water under the proverbial bridge: suffice it to say that in 2000, I returned to college to pursue a masters degree…and I wanted to learn in the kind of environment that suited my style. There were other factors then, as well: two children, for example, and responsibilities I had not encountered as an undergrad. On the other hand, by 2000 I was an adult and more motivated and disciplined than I could ever have been at age 19.
I chose Goddard College for a number of reasons, foremost its small seminar-style instruction, its mix of workshops and instruction, its focus on readings, annotations, mentoring, and community-building among students and faculty–reaching outward into the world at large. The low-residency format only works if the student is independent and self-directed, which–as a returning, “adult” student–I certainly was. I appreciated the school’s more interdisciplinary approach to the creative writing program. We didn’t have to face off, pegging ourselves as poets or fiction writers. And creative non-fiction was taken seriously as a genre to develop voice, style, and depth…it could be studied and parsed. That endeavor of interdisciplinary arts education is true of a few institutions now but was rather new among MFA programs in the late 1990s.
Another college without core requirements, without syllabi, without standard formats. But, like New School and TJC, Goddard offers excellent professors dedicated to students’ intellectual enrichment and personal transformation, small-group discussions, and narrative evaluations. I knew how to balance life’s responsibilities when I enrolled, and I knew what kind of teaching I’d respond best to. How did I learn that? See above. Suits my philosophical, bookwormish, autodidactic approach to–well, practically everything!
[…] foundations! Maslow’s theory of humanistic education! Bloom’s taxonomy! The autodidact at work in her solitary effort at a personal […]