Post 2

The discussion we had in class regarding Native American influence seemed very relevant to the the work being done at the genius reserve. One of the central ideas and practices in Native American culture is a unity with nature. The world developed pretty fast around the Genus reserve but it stands as a window back into the early 19th century. From the single dirt road to the unimposing location of the houses on the land the reserve reflects more an interrelation between society and nature instead of societies manipulation and control over it. This can be seen in the maintenance of indigenous species of plant life. This reflects the pragmatist conception of a change in the relationship between observer and observed. There is no better way to change ones experience of nature than to be immersed in it. The importance of empiricism shows up in study in a place such as the genius reserve. As Sturh points out one of the main tenets of pragmatism is this continuity of science and philosophy. The genius reserve offers a great opportunity to interact and study nature and to fuse theory and practice into one continuous act. The reserve offers an opportunity to study nature in its simplest form. They have done well to preserve grow many different types of plant life and a big part of the work there is classification and maintenance of these types. Study of these life forms can help develop a close relationship and understanding of the natural world around, as the Native Americans held so valuable. This seems to me a very pragmatist notion.

Hamilton Holt’s conception of the opportune college was small in size but his ambitions were large. He stressed small community environment where students could interact with their peers and professors on a more direct level. In the truly pragmatic sense his theory of education was progressive and aimed at pragmatic improvements in the way students learn. This new way shifted the focus onto the students need and for what there learning experience required for them to prepared for life and its challenges. He beloved progress lied in the development of his students no the materialistic expansion in terms of numbers and buildings. His philosophy was unique in approach and method and counter to many other universities at the time. In the most pragmatic sense he put his theory into practice in becoming Rollins president. He incited a changing dynamic different from the old university standards. Instead of a lecture based curriculum students were invited/challenged to tale a more active role in their own education. He encouraged this break from the lecturing style to unify theory and practice thinking that sort of education better prepared students to apply the theoretical aspects of their education in context. This is very apparent in the courses offered in our school today and the teacher student dynamic as well. Among other things he made policy changes one of which allowed the student body to approve or disapprove of faculty hiring. More important though is the stress on close teacher student relationships and downplaying the amount of lecture based teaching.
The genius reserve seems to me an extension of this mode of thinking. Trying a unique approach to learning is something I think Mr. Holt intended to advance and something he would admire. The Genius reserve offers students a chance to escape the classroom environment and to study nature in its true setting. There is certainly varying views on the education of students, their benefit, and the goals of that education. It is of course a pressing concern for every society after all the education that kids receive the skills they gain thinking critically, analytical, and reason defines their ability to perform in the world they will be responsible for. I can only think that inclusive programs like the genus reserve can be very important in the education process. They offer a hands on approach to education and an distinct affect on the relationship between subject and environment. This experience is useful in the acquisition of knowledge and application to the real world situations. I also think that in line with the promotion of new ways of thinking, study of nature aligns one in the most pragmatic sense with the world around us. One may not think in the way the pragmatist do in blurring the distinction between say observer and object or the subjective and objective relationship between sense and reality. However the study of these specie and genera of life wild and plant life affords one the opportunity to consider these implications in an inspiring environment.