When I applied to colleges, the University of Maryland decided that they would offer me the ability to join a scholars program, and I subsequently joined the Science and Global Change College Park Scholars program. Although I have had plenty of prior experience in the broad topic of science, I didn’t have a lot of prior experience in topics like rigorous analysis of identifying logical fallacies or the elements of Sagan’s toolbox. As a result, my time as an SGC scholar has helped me to better understand these topics through the assignments and topics discussed.
For instance, through some of the supporting sequence courses, an example of people failing to use the critical thinking skill of considering multiple hypothesis was explained in my ANTH240 class. Here, the teacher explained how sometimes, people can only estimate the history of humans through the relics and artifacts they leave behind. In one case, there were needle like objects, and most people were assuming the objects were standard hunting weapons or the like. This is the failure to consider other hypothesis, where once a former fashion designer took a look at it, they recognized it as a clothes-making tool, suggesting a hypothesis that hadn’t been previously considered. After considering this hypothesis, it was explained how the general consensus became that there was a good chance that this was evidence of early clothing for the humans, suggesting something that would not have been understood as well, if at all had they continued to not consider that as a hypothesis.
Within the Colloquium meetings themselves, I think the topics that have enhanced my connection and attitude towards my major of mathematics the most has been the concepts of the first of the three semesters. Specifically, the tools of Sagan’s toolbox, as well as the logical fallacies have both equally done this. To understand a bit about this, I’m going to provide a little context. I am a logical person with a strong scientific and mathematical background. However, I am also a very kind and honest person. Although these qualities aren’t bad, it means that I sometimes project myself onto others, seeing the best in other people, but also that I assume that others have good intentions and have an interest in telling the truth, even when they do not. As a result, the tools of Sagan’s toolbox and the different types of logical fallacies have helped me better understand how I can use the tools associated with my mathematics skills and major to detect when people are committing the logical fallacies, whether they are intentional or not. This also is relevant with my major, as a big part of the theoretical side of it deals with proofs, and the various logical fallacies and failures of critical thinking could be mistakenly applied to a “proof,” which would have the effect of making it meaningless.
Although not directly from the colloquium meetings, another example, this time supporting the use of Sagan’s toolbox comes once again from my ANTH240 class. Here, during one snow day, because the first part of the class was cancelled due to the university opening early, the professor decided to discuss some of his own research. He discussed how he worked with many people from many different disciplines who had varying background knowledge, putting their skills together to allow them to analyze data about the past that otherwise wouldn’t have been analyzed, and that couldn’t be analyzed in modern times due to logistical limitations such as changing ocean conditions and the limited timescale of the experimental record. In this example, the tool of Sagan’s toolbox that was being explicitly used was that you should consider everyone’s ideas as equal and evaluate them based on the evidence, and to not just dismiss someone’s ideas immediately just because they aren’t the most knowledgeable person about the subject.
Additionally, in and out of class, other students also helped in the experience around SGC. Although I don’t think that my learning directly experienced any significant impact as a result of other people’s presence or lack of presence, I always enjoy spending time with other people, and spending time with my group members while working on the assignments of our team project was enjoyable.
Sometimes, it is difficult to realize specifically how and when you contribute to groups or other communities larger than your own day to day life. For example, when I was in high school before my time as an SGC scholar, my school system sent out a survey that anyone could submit, including teachers, students, or just the general public as a whole. The purpose of the survey was to ask for feedback about the idea of snow days, as this was the year just after the virtual year, and there was serious consideration of removing snow days in favor of virtual class days when the weather forced them. After being notified of the form by my chemistry teacher, I decided to anonymously submit my opinion of the issue, and although I didn’t start with the intention of writing an essay or anything, in the “Any more things you would like to add” question at the end, I ended up writing an essay length argument as to why eliminating snow days would be detrimental to student’s mental health. About a few weeks to a month or two later, the school system decided to revamp their focus on mental health, including updating their home page for the first time in who knows how long, and is something that they’ve not done since. The tweaked version added a pop-up whenever to enter the site, linking to various mental health related items. I have never been able to prove whether my actions had any impact on this or not, but the timing is undoubtedly interesting, to say the least. My point in mentioning this is that you likely have a larger impact on things like this without ever knowing it, and I believe the same applies to scholars, as the impact that I’ve had may never be fully known to me. That said, I believe my presence and input on all of the various projects and field trips has likely left an impact on something or someone that will be felt for a long time. For instance, my mind thinks in a different way than most people, and if you hadn’t specified that you wanted the students to come up with a question and ask the presenters at the practicum showcase, I probably would have written a question as the literal interpretation of that question suggested, just because that is how my brain interpreted it, and you would have had further reason to modify the question to no longer be indistinguishable from a question that asks for a question that could be asked to the students showcasing their projects. If that had happened, although I never would have known, that would have been a golden example where I left a permanent contribution to SGC.
Regarding how my own opinions have been challenged through my participation in scholars, there have definitely been opinions that I’ve had that have changed as a direct result of scholars. There is one main example that occurred as a result of the first semester, however I am a little too embarrassed to share exactly what it was. Let’s just say that it surrounded me being a little too trusting and failing to use some element of Sagan’s toolbox. On the side of encountering other people who have different opinions, I can’t say that I’ve met anyone who has clearly expressed opinions drastically different to my own, but even if I did, I suspect that I would likely agree to disagree with them, unless they back up their own opinion with strong logical and fallacy-less reasoning.
Finally, considering how my time at scholars may inform my future, I suspect the lessons that will have the greatest impact on me is the common-sense-checks that are Sagan’s toolbox and logical fallacies. As mentioned previously, although I usually good at identifying these types of things, I usually assume that the person making them made an honest mistake, resulting in me falling for them more than I probably should. However, being explicitly made aware of these may help in not falling for them. Likewise, the simple fact that they are highlighted in my mind now, despite learning about them over a year ago likely suggests that this may be the most informative part of my experience as a College Park Scholar on my future.
And by the way, thanks for that metro card. There is a decent chance that I never would have adventured into DC on my own as a college student without it.