post 2

Rachael Dziechciarz

(A) In my opinion the most relevant influence area from American thought that is exemplified in the Genius Reserve is the Native American philosophy that we learned about last class. This is because we learned that a major part of their philosophy was centered on nature, and their connection to nature provided them not only with spiritual guidance, but also a great source of knowledge. One belief of the Native Americans that I remember clearly was how they believed that knowledge is embedded within the land, and this can be passed from each person that lives on the land. This relates to the Genius Reserve because the goal of the reserve is to restore and maintain a piece of “old Florida,” so that people can enjoy and learn from the land. If what the Native Americans believed about knowledge being passed from the land to the person that lives on the land is true, then there is much history to be learned from the Genius Reserve. One contradiction to this claim is that there isn’t anyone that technically lives on the Reserve now, so according to Native American philosophy the knowledge would be lost. But, I still feel that there is a lot to learn from an environmental studies standpoint alone, even if you disregard Native American beliefs about spiritual knowledge. For example, a major part of the restoration of the Genius reserve involved identifying native plant species of Central Florida from species that are harmful to the native habitat. Also, restoration workers learned how to propagate natural resources, and plan sustainable habitats for plant and animal life. So, even if knowledge is not being passed on in the same exact sense that Native Americans thought of it, I still feel that the Genius Reserve passes knowledge along to its visitors, in a way that is at least similar to Native American philosophy. Furthermore, the people that visit the Genius Reserve are actively learning about the land, from the land itself. This strengthens the connection between the observer and the land that is observed. The Native Americans believed that both the observer and the object were one in the same. Although this may not be how everyone feels when they are enjoying nature, the fact that there is some connection between man and nature is hard to deny.

The influence area that I feel is most exemplified in the ideas of Hamilton Holt is the chapters that we read about The Metaphysical Club. This is because Holt has been clearly identified as a pragmatic thinker, scholar, and President of Rollins, but what does all of this actually mean? In my opinion, it means that Holt thought of college education in a practical way, and from the eyes of a student. Since student learning is the main purpose of colleges, Holt felt that the most important goal for Rollins, or any college for that matter, is to focus on actually teaching the students in a way that is most beneficial to them. I feel that Holt shares the same way of thinking as the participants in the Metaphysical Club. They were all searching for the truth, in its purest form. The truth, for them, is what makes the most sense, and is learned through experience. This ties into what Holt felt was right about the way college education should be taught. From his experience, he felt that the current recitation and lecture methods of teaching in his day were inadequate and did not promote student learning. Using his experience, he was able to think creatively and felt that the answer was having a better student-teacher relationship. This is pragmatic because the effects of “conference style teaching” is that the teacher and student work together, which (although it may not guarantee better learning) certainly provides a better atmosphere then a formal, uninviting relationship. He was not afraid to revolutionize education because to him, the former education system he was familiar with was lacking and deserved to be changed. Holt thought of his new teaching style as a “return to Socrates and putting him on an 8 hour day.” (Holt p.6) Holt knew he was improving the education of his students, and felt very strongly that the teaching methods could (and should) be improved. Pragmatic thinkers are not afraid of change; instead they welcome it as the best way for the society to progress toward the future.

Hamilton Holt’s ideas can be linked to the Genius Reserve in some ways. First of all, the Genius Reserve provides a new environment for both students and faculty to learn in. This coincides with Holt’s belief that traditional teaching methods are not the best way for students to learn, and that the students should be at ease with their teachers in order to learn the most from them. In my opinion, any time students are brought outside the four walls of a classroom, discussion come more easily. Since the classroom is where most students are stuck all the time, when they are removed from that setting the change can open their minds and provide an opportunity for thoughts that may not have come to them inside a building. This isn’t the case for everyone, and I am not arguing that no meaningful discussion can occur inside a classroom, but I do feel that changing the scenery does help every once in a while to gain more insight on the particular lesson that is being discussed in this new setting (at least for me). Also, the Genius Reserve has had connections with Rollins, like Hamilton Holt, from almost the very beginning. Jeannette Genius McKean, the granddaughter of Charles Hosmer Morse (the man who purchased the land the Reserve rests on), attended Rollins College and eventually married one of the Presidents of Rollins, Dr. Hugh McKean. The couple nurtured the Genius Reserve into a beautiful natural landmark, and even shared the Reserve with the public. Thus, whenever either the Genius Reserve or Hamilton Holt is mentioned, Rollins College is almost always likely to follow in the same conversation.

(B) I find the ethical issues surrounding the Genius Reserve the most philosophically interesting. The Genius Reserve and over one hundred acres surrounding it were originally bought for the purposes of a park, and was to be preserved in its natural state. Of the 200 acres purchased for this purpose, only 40 acres remain undeveloped. These 40 acres are where the Genius Reserve is located, and even though so little is left, there is still pressure to develop the land even further. I feel this is morally wrong. The land was purchased by Charles Hosmer Morse to remain in its natural state, and to disobey the wishes of a man that has long since passed away is disrespectful in my opinion. However, in today’s world of subdivisions and Starbucks, I suppose that the fact that any land remains in a natural state is better than nothing. Another way the Genius Reserve is “doing” philosophy is how the land provides an opportunity for students to learn how to make an environment sustainable, so that it may flourish with as little man-made intervention as possible. The Reserve teaches people of today that environmental issues are worthwhile, and that even if the right thing to do is not always easy, it does pay off. Sure, the Genius Reserve could have been sold off to the highest bidder years ago, but instead the decision was made that this property could serve a better purpose. The Reserve teaches today’s industrialized society to slow down, and see the things in life that are more important than money and business. The dedication that many individuals have put forth to preserve, restore, and protect the Genius reserve justifies how valuable the Reserve truly is.

Also, I feel that the branch of logic is philosophically interesting within Hamilton Holt’s story. His pragmatic approach to his life, and career at Rollins, shows how he made sense of what he was doing. Logic according to Merriam Webster’s dictionary is “the science of the formal principles of reasoning.” This can be a part of how Holt devised his conclusions on the best way to educate the students of Rollins College. For example, consider the following argument: If the lecture form of teaching is successful, then students learn from only listening to professors. Students do not learn from only listening to professors, therefore the lecture form of teaching is not successful. Of course, I have made this argument to fit what I wanted to prove, but I think it would be interesting to consider Holt’s reasoning behind how he came up with his ideas, and see if they are logically coherent.

Work cited: “An Adventure in Old-fangled Education” by Hamilton Holt (Olin library digital archives: http://archives.rollins.edu/cdm4/ document.php? CISOROOT=/holt&CISOPTR=244&REC=3&CISOSHOW=241)