Syllabus

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Contents

Overview

  • Week 1: Why? What? How?: With what purposes have we come together and how will we act to realize them?
  • Week 2: Challenge of Living Well: What questions do we consider important to us personally and for humankind?
  • Week 3: Foundations and Fences: What costs and benefits do we accrue from worldview and language?
  • Week 4: Reconsidering Science: How shall we recharacterize and practice science to live better and contribute to others' doing so?
  • Week 5: Scientific Worldview: How do people who rely upon information which can be a basis for successful prediction describe the universe and our place in it?
  • Week 6: Reconsidering Value: What do humans want? How can we get it?
  • Week 7: Evolving Self: How can we hone personal valuescience practices?
  • Week 8: Evolving Society: How can we contribute to more widespread and competent valuescience practice?
  • Week 9 & 10: Looking Backward and Forward: What have we learned? Where are we now? Where are we going?

Class Details

  • Time: MW, 11:00-12:15
  • Place: Building 160-317
  • Units: 3 units, 4 units with optional lab
  • Grading Options: Letter, C/NC

Instructional Team

Office Hours

Course instructor, assistants, and discussion leaders aim to meet individually at least once with each course participant during the first two weeks of the quarter. We're flexible about meeting times and places. The purpose of these meetings is to enable the instructional team to tailor the course to participants. During the remainder of the quarter, members of the instructional team are usually able to accommodate requests for consultation within 24 hours of the time they are received. We encourage you to bring us your thoughts and questions for individual attention.

Readings

For each class meeting, we offer three types of reading: Hypothesis, Core, and Interest. We recommend that you begin with the Hypothesis, a brief summary of concepts and questions, and an introduction to Core Readings. After reading the Hypothesis please complete the Core Readings so that you'll be prepared to learn and contribute to others' learning as we discuss their contents during our meetings. We've assembled a broad range of Interest Readings with the aim of facilitating your pursuit of ideas you've encountered in Hypotheses, Core Readings, and discussion. In past quarters, each course participant has found at least some of these worthwhile, and many have introduced us to materials new to us that we are now able to offer you. We've placed a tentative reading schedule in the syllabus. Please check the Next Class page each week for updates to the readings.

Class Periods

Interacting with each other to create a valuescience learning community is a key aspect of the course.

Waking Up

At 11 am promptly, we begin a Waking Up exercise to generate presence. Exercises we've done in the past include: a brief meditation, an improv game, stretches, sustained eye contact with another. (We welcome suggestions!)

Reading Recap

Each participant signs up to present four reading recaps during the quarter. After "Waking Up," the people signed up for that day's readings each present a brief recap (1-3 minutes) and critical analysis of hypothesis and core readings. Recap and analysis is just that. Presenters summarize key points, offer a brief bio of the author(s) and context for the work, and comment on sufficiency of evidence and reason, and implications of the work. While we strongly encourage all participants to prepare for each meeting, daily presenters shoulder the added responsibility of reflecting upon hypothesis and core readings thoroughly enough to prime the rest of us for engaging discussion.

Group Discussions

After the initial recap, we either discuss the day's topics in plenum or form groups of about four students and one instructional team member. Whatever our format, we emphasize gaining understanding of and exploring application of ideas previously unfamiliar or even unknown to us. Since the purpose of the course is evolving our ability to live better, we welcome participants' relating course material to personal experience; however, we have found that all benefit by seeking understanding of new ideas, and we direct discussion to this end.

Bringing It Together

In meetings when we've divided into small discussion groups, we bring discussion back to the whole group towards the end of a class session. In this portion of the discussion, we aim to emphasize the key concepts and information on which we'll build and which course participants master to prepare for the final. Participants are encouraged to share insights gained through small group discussion.

Writings

In addition to reading and participating in discussions, each course participant writes at least 5,000 words during the quarter. In writing, you evidence an understanding of the core readings and, if you choose, related readings that you select. You critically assess author's views and relate them to your own experience. You are graded on how well you demonstrate mastery of key points and communicate them clearly.

Writings of 1,000-1,500 words each are due by Friday at 5pm of the second, fourth, sixth, and eighth weeks. You may submit writing ahead of schedule. Unexcused late writing will be marked down approximately 0.3 grade points (i.e., from A to A-) for each 24 hours or part thereof between time due and time submitted.

Oral Exam

There will be an oral final exam. You can think of it as comparable to the qualifying exam that candidates for advanced degrees take at the end of their coursework. In it, we will ask you to demonstrate competence in the full range of topics we address in the course. You will score well if you can respond in simple yet accurate ways to a wide range of questions based on the core readings and respond in greater depth to some narrower portion of each broad topic.

Grading

All Participants

  • 40% Class Participation (400 pts total)
    • 20 class periods (18 pts each, 360 pts total)
      • Please Note: 400 words summarizing and applying ideas from core reading may be substituted for each of up to three unexcused absences.
    • 4 reading recaps (10 pts each, 40 total)
      • Each reading recap is a 1-3 minute oral presentation with accompanying written notes submitted to the instructional team summarizing key ideas from one core reading.
  • 10% Oral Final
    • 100 pts total
  • 50% Writing (500 pts total)
    • 5000 words due by end of week eight--see "Writings" above for submission schedule (500 pts total)

 Lab Enrollees

  • 33.3% Lab
    • Lab points are awarded both for practice and for ten lab reports submitted weekly (333 pts total)
    • Points earned in lab and through participation, final, and writings are totaled and multiplied by .75 to normalize grades for lab enrollees

Members of the instructional team aim for every student to earn an A; however, you will be prudent to assume that you will require 6 hours of reading and writing each week outside of class, regular class attendance, and thoughtful participation to achieve this objective. If at any time during the quarter you have questions about whether you're earning the grade you want, please ask a member of the instructional team.

Lab

Members of the instructional team perceive that knowledge is often more complete when evidenced by action. By including a lab component in the course we aim to provide opportunity to experiment with change in the company of others. We use the term "experiment" to denote consciously chosen behavioral change that we carefully observe, record, and analyze. Please design experiment(s) to be completed in 2-3 hours per week, the Stanford benchmark for an academic unit. Plan to engage in experimental behavior, to journal your practice, and to note differences in other aspects of life that you perceive to be possibly related to practice. For example, you might:

  • Sleep an additional 15-20 minutes each night
  • Exercise 40 minutes on each of three days
  • Meditate 30 minutes on each of four days
  • Write emails or letters of appreciation for an hour on each of two days
  • Take a two-hour hike or bike ride once a week
  • Alter idiolect to affect feeling, thought, and perception (e.g., use negative words less often)
  • Change dietary pattern (e.g., eliminate corn syrup)
  • Do some combination of the above.

Instructional team members are engaged in some of these and in related practices, so if you choose one of them, you may have at least one partner among us. You may also have one or more partners among other course participants. Feel free to mix and match - you may choose to adopt one practice for the entire quarter, or you may choose one for two weeks, another for two weeks, or different ones on different days of the week, etc. You can author a life you want with experiment(s) you deem well suited to you. For more ideas, see Shake Up Your Life, a website Chris and Nick set up last year.

Please document what you do and plan to submit your journal or other documentation weekly during the quarter. As with other elements of this course, we ask that you begin immediately and write regularly. Journal submissions are due by 5 pm Friday, and like other writing, they will be marked down approximately one-third of a letter grade for each 24 hours or portion thereof that they are late.

As soon as you've even preliminary ideas about your proposed experiment(s), please describe them on your People page, and email Chris to let the instructional team members know that you've done so. We look your partnership in being and doing more as we intend.

Below, we submit a tentative schedule of topics and readings for the course. As we aim to tailor the discussion to the interests of the students, the specifics will likely evolve as we progress through the quarter.


Week 1 - Why? What? How?

Please begin by reading the Week 1 Hypothesis.

Questions

With what purposes have we come together and how will we act to realize them?

  • What are we aiming to do together?
  • How do you propose we assess our success?
  • How may we benefit from another approach to value?
  • What shall we mean and understand by "valuescience"?
  • How may we benefit by shedding illusion?
  • With what purposes do you matriculate at Stanford?
  • Which of these do you perceive to be more and less easily realized here?
  • What else do you perceive you are learning here?
  • How do you want to be different at the end of the quarter or at the end of your current degree program?

Core Readings

Please read before first class (3/29). If you miss first class, please read before second (3/31).

  • Schrom, David. (2008). Valuescience Booklet. (24 pgs.) Download

Interest Readings

Please read one or more before second class (3/31).

  • Edwards, David. (2006). "Dangerous Minds." Atlantic Free Press. Link
  • Orr, David. (1991). "What Is Education For?" The Learning Revolution, Winter 1991. Link
  • Krishnamurti, J. (1964). "The Function of Education." Think on These Things. Link
  • Jensen, Derrick. (2004). "Reading, Writing, Revolution." Orion Magazine. Link
  • Gatto, John Taylor. (2003). The Underground History of American Education. Link
  • Kronman, Anthony. (2007, September 16). "Why Are We Here? Colleges Ignore Life's Biggest Questions, and We All Pay the Price." The Boston Globe. Link

Week 2 - The Challenge of Living Well

Please begin by reading the Week 2 Hypothesis.

Questions

What questions do we consider important to us personally and for humankind?

  • What do you want?
  • How can you get it?
  • How do you know?
  • What things do you want that you've had difficulty getting?
  • What things have you gotten and found less fulfilling than you anticipated?
  • To what do you attribute such experiences?
  • What do you think you can do to avoid them in the future?
  • Looking at those older than you, how do you think they've fared?
  • At your age how do you think they thought they were going to fare?
  • In what realms did they foresee accurately, and in what realms inaccurately?
  • What, if any wants do you ascribe to humans generally?
  • How do you think we're faring in being satisfied?
  • How do you think we can be more successful?
  • On what evidence do you base this assessment?
  • What do you mean and understand by progress?
  • What evidence do you see for human progress and regress?

Core Readings

Please read these.

  • Wikipedia. (2009). "Values." Link
  • Wikipedia. (2009). "Maslow's Hierarchy of Needs." Link
  • Graham, Paul, "How to Do Philosophy." Link

Interest Readings

Please read one or more of these.

  • Regis, Ed. (2002). "The Doomslayer." Wired. Link
  • Partridge, Ernest. (2001). "Perilous Optimism." The Online Gadfly. Link
  • Seligman, Martin. (2004). "Eudaomonia: The Good Life." The Edge. Link
  • Dawkins, Richard. (1996). "Science, Delusion, and the Appetite for Wonder." The Edge. Link

Week 3 - Foundations and Fences

Please begin by reading the Week 3 Hypothesis.

Questions

What costs and benefits do we accrue from worldview and language?

  • Why do we do what we do each day?
  • Why do we think the way we think?
  • What shall we mean and understand by worldview?
  • How do we construct and sustain a worldview?
  • How conscious are we of the contents of our worldview, or even of the fact that we have one?
  • How shall we describe interplay of language with worldview, and with thought and perception generally?
  • How do we evolve language individually and collectively?
  • How have humans evolved the current globally hegemonic worldview?
  • What are some examples of worldview as impediment to accurate perception?
  • How readily do we alter ideas related to worldview?

Core Readings

Please read these.

  • Rheingold, Howard. "Charley Tart on Consensus Trance." Link
  • Edwards, David. (1999). "The Limits of the Possible." Burning All Illusions. 1-3. Link
  • Wikipedia. (2009). "World View." Link
  • Wikipedia. (2009). "Linguistic Relativity." Link
  • Magic. (1999). Language We Live. Link

Interest Readings

Please read one or more of these.

  • Boroditsky, Lera. (2006). "Language and Perception." World Question Center. Link
  • Boroditsky, Lera. (2009). "How Does Our Language Shape the Way We Think." Link
  • Donges, Jan. (2009). "You Are What You Say." Scientific American. Link
  • Pennebaker, James. (2007). "Linguistic Inquiry and Word Count Program." Link 1 Link 2
  • Slashdot. (2009). "Babies Begin Learning Language in the Womb." Link

Week 4 - Reconsidering Science

Please begin by reading the Week 4 Hypothesis.

Questions

How shall we recharacterize and practice science to live better and contribute to others' doing so?

  • What do you mean and understand by the word "science"?
  • What do you think are consequences of defining "science" in these ways?
  • How did you and others learn to give it the meaning you now do?
  • When was the last time you questioned how you or others use this word?
  • What do you think of defining science as "behaviors by which we improve prediction"?
  • What are some behaviors by which we improve prediction?
  • How can we tell how well we or others are practicing science?
  • How shall we define truth?
  • What do you think of the notion of "T"ruth beyond question?

Core Readings

Please read these.

  • Wikipedia. (2009). "Science." Link
  • Wikipedia. (2009). "Scientific Method." Link
  • AAAS. (1990). "The Scientific World View." Link

Interest Readings

Please read one or more of these.

  • Baxter, Charles. (2002). "Myth Versus Science in Educational Systems." Link
  • Sokal, Alan. (1997). "Plea for Reason, Evidence, and Logic." Link
  • Shermer, Michael. (2006). "Wronger Than Wrong: Not All Wrong Theories are Equal." Link
  • Sarewitz, Daniel. (2006). "Liberating Science from Politics." (Argument against Valuescience) Link
  • Daly, Herman. (2003). "Policy, Possibility, and Purpose." (Argument for Valuescience) Link
  • Wilson, E.O. (1998). "Scientists, Scholars, Knaves, and Fools." (Argument for Valuescience) Link

Week 5 - Scientific Worldview

Please begin by reading the Week 5 Hypothesis.

Questions

How do people who rely upon information which can be a basis for successful prediction describe the universe and our place in it?

  • What shall we mean and understand by a scientific worldview?
  • How do you draw boundaries on the domain of science?
  • How do scientists currently describe the contents, context, and laws of the universe?
  • Over what scales of time and space have scientists demonstrated these laws to apply?
  • What limits to, and possibilities for human existence and action can we infer from these laws?
  • What shall we mean and understand by "ecology"?
  • How may we apply ecology and evolutionary biology to frame human existence?
  • How may we describe in general terms the flow of energy through the biosphere?
  • How may we describe the cycling of matter (especially O, C, H, N, P, S, the major components of life), through the Earth system?
  • How have humans affected the flow of energy and cycling of matter through the biosphere?
  • What do you understand by the word "consilience"?
  • If information acquired by any means other than practicing science is in conflict with information obtained by practicing science, what do you perceive to be necessary to achieve consilience?
  • To what extent is yours a scientific or non-scientific worldview?
  • What do you perceive to be consequences of continuing to live with non-scientific worldview elements?

Core Readings

Please read these.

  • AAAS. (1990). "Chapter 4. The Physical Setting." Link
  • AAAS. (1990). "Chapter 5. The Living Environment." Link
  • AAAS. (1990). "Chapter 6. The Human Organism." Link

Please browse these resources (and links from them) until you can outline a modern scientific worldview.

  • Wikipedia. (2009). "Outline of Knowledge." Link
  • Wikipedia. (2009). "Universe." Link
  • Wikipedia. (2009). "Laws of Science." Link
  • Wikipedia. (2009). "Earth." Link
  • Wikipedia. (2009). "Ecology." Link
  • Wikipedia. (2009). "Evolution." Link
  • Wikipedia. (2009). "Evolutionary History of Life." Link
  • Wikipedia. (2009). "Human." Link
  • Powers of Ten Video Link

Interest Readings

Please read one or more of these.

  • Raven, Peter. "Atlas of Population and Environment." Link
  • Lowenstein, George. (2002). "Behavioral Economics: Past, Present, Future." Link
  • Krakovsky, Marina. (2007). "The Science of Lasting Happiness." Scientific American. Link
  • Kendall, Henry. (1992). "World Scientists' Warning to Humanity." Link
  • Daydov, Dmitri. (2008). "10 Best Books on Human Irrationality." Link
  • Fontaine, Nancy. (2007). "Review of Train Your Mind, Change Your Brain by Susan Begley." Link
  • Wikipedia. (2009). "Consilience." Link
  • Wikipedia. (2009). "Consilience (book)." Link
  • 2Think. "Reconstruction in Philosophy by John Dewey." Link
  • 2Think. "Consilience: The Unity of Knowledge." Link

Week 6 - Reconsidering Value

Please begin by reading the Week 6 Hypothesis.

Questions

What do humans want? How can we get it?

  • What do you perceive to be the import of ideas about value?
  • What do you mean and understand by "value" and "values"?
  • How might we shape an integrated definition of "value"?
  • What consequences of such redefinition might we predict?
  • How do people currently formulate ideas about value?
  • How do you and others use economics, religion, and other ideology to assess value?
  • What relationship do we perceive between information about value and value?
  • From what sources do we draw what information about value?
  • What insights to value may we draw from ecology and evolutionary biology?
  • How may we practice science to more nearly conform information about value to value?
  • What do you consider to be some of the most widely held values evident in current human behavior?
  • What, if any universal human ideas about value may we discern?
  • What, if any universal human values may we discern?

Core Readings

Please read these.

  • Daly, Herman. (1993). "Steady State Economics: A New Paradigm." New Literary History 24." 811-816. Link
  • Harris, Sam. (2007). "We Are Making Moral Progress." Link
  • Gronewold, Nathanial. (2009). "New school of thought brings energy to 'the dismal science'." E&E News." Link

Interest Readings

Please read one or more of these.

  • Jensen, Derrick. (2007). "Mayday for the Planet." Common Ground." Link
  • Catton, William. (1995). "The Problem of Denial and Ecological Overshoot." Link
  • Knabb, Ken. "Pleasures and Their Limits Under Present Conditions." Link
  • Wake Up Amerika. "On American Sustainability." Link
  • Costanza, Robert, et. al. (1997). "The Value of the World's Ecosystem Services and Natural Capital." Nature 387 Link
  • Vitousek, Peter, et. al. (1986). "Human Appropriation of the Products of Photosynthesis." Bioscience 36(6)." Link
  • Daly, Herman. (1968). "On Economics as a Life Science." The Journal of Political Economy 76(3). Link
  • Daly, Herman. (1991). "Growth, International Trade, and Destruction of Community." The Social Contract. Link
  • Daly, Herman. (1995). "Review of "Small is Stupid."" Population and Development Review. Link
  • Daly, Herman. (1995). "The Irrationality of Homo Econimus." Developing Ideas. Link
  • Daly, Herman. (2003). "Policy, Possibility, and Purpose." The Social Contract. Link
  • Daly, Herman. (2003). "Selected Growth Fallacies." The Social Contract. Link
  • Daly, Herman. (2003). "The Economics of Julian Simon." The Social Contract. Link
  • Daly, Herman. (2003). "Globalization and Its Inconsistencies -- Does Free Trade Mean Free Migration?" The Social Contract. Link
  • Daly, Herman. (2003). "Steady-State Economics Concepts, Questions, Policies." The Social Contract. Link
  • Daly, Herman. (2003). "Population and Economics -- A Bioeconomic Analysis." The Social Contract. Link
  • Daly, Herman. (2003). "Uneconomic Growth in a Full World." The Social Contract. Link
  • Daly, Herman. (2004). "Offshoring in the Context of Globalization." The Social Contract. Link
  • Daly, Herman. (2005). "Economics in a Full World." Scientific American (September 2005). Link
  • Daly, Herman. (2008). "The Crisis." Adbusters. Link
  • Daly, Herman. (2008). "A Steady State Economy." Sustainable Development Commission. Link
  • Costanza, Robert; Daly, Herman. (1992). "Natural Capital and Sustainable Development." Conservation Biology 6(1)." Link
  • Mill, J.S. (1848). "Of the Stationary State." Principles of Political Economy. Link

Reading Questions

Questions and answers about Daly: Daly Notes

Week 7 - Evolving Self

Please begin by reading the Week 7 Hypothesis.

Questions

How can we hone personal valuescience practices?

  • How can we evolve self to more accurately discern and more fully realize value?
  • What obstacles to such action can we discern, and how may we surmount these?
  • In what ways does each of us sustain illusion and contribute to others' doing so?
  • In what ways do you perceive that you are more or less self-aware?
  • What do you think will be the consequences of your current ways of: sleeping; eating; sexuality; physical activity; dressing; grooming; speaking; interacting with intimates, friends, family, colleagues, others; working to earn; spending; creating and appreciating beauty; being in solitude; practicing silence?
  • What do you mean and understand by "love"?
  • From what sources have you drawn this meaning and understanding?
  • What do you perceive to be consequences of current and alternative views of love?
  • How do you think we can overcome inner impediments to valuescience?
  • How do humans impede each other's practices of valuescience?
  • How do you think we can lessen or remove these impediments?
  • In what personal changes are you succeeding?
  • By what means?
  • In what personal changes have you yet to be successful?
  • On what means have you relied, and what other means do you consider?
  • By what means do you think you can become more self-aware?
  • What do you think will be the consequences of becoming more self-aware?

Core Readings

Please read these.

  • Magic. (1999). "Thoughts on Addiction." Link
  • Wikipedia. (2009). "Meditation." Link
  • Gilbert, Daniel. (2004). "Why Are We Happy?" TED. Link

Interest Readings

Please read one or more of these.

  • Wikipedia. (2009). "Metta Meditation." Link
  • Center for Inquiry. (2009). "Profiles of the Godless: Results from a Survey of the Nonreligious." Link
  • Klein, Stefan. (2008, March 7). "Time Out of Mind." Link
  • Aamodt, Sandra; Wang, Sam. (2008, April 2). "Tighten Your Belt, Strengthen Your Mind." New York Times. Link
  • Schwartz, Barry. (2005). "The Paradox of Choice." TED. Link
  • Myers, David. (2007). "Psychology of Happiness." Scholarpedia. Link
  • Vaughn. (2007). "Is the Developing World Better for Schizophrenia?" Mind Hacks. Link
  • Parker-Pope, Tara. (2007). "How to Boost Your Willpower." The New York Times. Link
  • Kolata, Gina. (2008). "Study Finds Big Social Factor in Quitting Smoking." New York Times. Link
  • Swann, William B. (2007). "Blind Spot." American Scientist." Link

Week 8 - Evolving Society

Please begin by reading the Week 8 Hypothesis.

Questions

How can we contribute to more widespread and competent valuescience practice?

  • How does each of us individually sustain illusion and contribute to others' doing so?
  • How can we overcome inner impediments to more accurately perceiving and more fully realizing value ?
  • In what ways do humans impede each other's practices of valuescience?
  • By what means can we pursue cognitive activism to shape a more adaptive culture?
  • How do you describe the evolution of idea from heresy to orthodoxy?
  • How have ideas gone from heresy to orthodoxy in paradigm shifts of the past?
  • What consequences do you perceive to have resulted from scientifically driven paradigm shifts like evolution by natural selection?
  • What might a valuescientific economy look like?
  • What might a valuescientific religion look like?
  • What might a valuescientific education look like?
  • What might a valuesceintific government look like?
  • What trends do you see in society?
  • Which of these do you think will persist or increase and which do you think will disappear or diminish?
  • On what evidence do you base these conclusions?
  • How do you imagine the world will be in 50 years?
  • How did people 1000 years ago imagine the world would be 50 years into their lives?
  • Whom do you perceive to be steering society?
  • How do you think individuals contribute to the evolution of culture?

Core Readings

Please read these.

  • Jensen, Derrick. (2009). "World at Gunpoint." Orion Magazine. Link
  • Jensen, Derrick. (2006). "To Give Our Brightest Deepest Truth." Link

Interest Readings

Please read one or more of these.

  • Jensen, Derrick. (2009). "Forget Shorter Showers." Orion Magazine. Link
  • Arunhadti, Roy. (2006). "We Can Re-invent Civil Disobedience." Link
  • Mooney, Chris. (2004). “The New Science Wars.” Committee for Skeptical Inquiry. Link
  • Gilbert, Daniel. (2006). “If Only Gay Sex Caused Global Warming.” Los Angeles Times. Link
  • Stenger, Victor. (2007). “Onward Science Soldiers.” Committee for Skeptical Inquiry. Link
  • Dacey, Austin. (2009). “Does Science Unite?” Committee for Skeptical Inquiry. Link
  • Lakoff, George. (2003). “Metaphor and War, Again.” Alternet. Link
  • Bloom, Paul; Weisberg, Deena Skolnick. (2007). “Why Do Some People Resist Science?” The Third Culture. Link
  • Time. (2007). “Limousine Liberal Hypocrisy.” Time. Link
  • Daly, Herman. (1994). “Farewell Lecture to World Bank.” Link
  • Sacks, Adam. (2009). “The Fallacy of Climate Activism.” Grist. Link
  • Illich, Ivan. (1973). "Energy and Equity." Link
  • Gorz, Andre. (1973). "The Social Ideology of the Motorcar." Link

Weeks 9 & 10 - Looking Backward and Forward

Please begin by reading the Weeks 9 and 10 Hypothesis.

Questions

What have we learned? Where are we now? Where are we going?

Readings

The instructional team will suggest readings for the final two weeks based upon interests and aptitudes evidenced by participants earlier in the quarter. Participants are encouraged to undertake independent research and bring readings of interest to the attention of others.

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