The Daily Bulletin Archive

Instructors who teach BSC 101—no matter what approach they take—agree that the course offers students an introduction to the liberal arts, encourages them to think critically, and helps them construct well-reasoned arguments. Daniel Blum, lecturer of history and social studies education, argues in his section that some of the things students enjoy most can hinder their free will—which is the key to achieving BSC 101’s goals and becoming critical thinkers for life.

Given Blum’s background in history, incoming BSC 101 students might be inclined to think the course’s theme of freedom and slavery has something to do with the pre–Civil War era. But they quickly learn the “slavery” he focuses on is their own self-imposed limitations.

“The comforts students are used to—such as text messaging, television, and even food—can create an environment where they cannot flourish,” Blum said. “The things we enjoy can be the worst tyrants when they’re not critically considered.”

One of the initial exercises Blum conducts is an order for students to take off their shoes and socks. Some students seem puzzled at first, he said, but eventually the entire class complies. “I do this as an example to let students know they can be taken advantage of if they allow themselves to be bullied and don’t ask questions,” Blum said.

On face value, Blum’s section of BSC 101 might not seem much different from others. Students read from theFoundations of Inquiry text, have exams and papers, make presentations, and are required to participate to class. But Blum gives a series of smaller assignments and lets a shared discussion, rather than lecture, dominate class time. He also uses a variety of tools to instruct students, including philosophical passages, music, a class trip to the Burchfield Penney Art Center, and selections from modern books such as Neil Postman’s Amusing Ourselves to Death.

“I think students are engaged in the class because they’re challenged,” Blum said. “My goal is to get students to use the liberal arts to gain broad perspectives and deep views, and then apply critical thinking across all disciplines.”

Blum, who has taught BSC 101 for three years, said he sees a sense of pride, accomplishment, and growth in his students each semester. One of his current students, Cody McKellar, describes his experience:

“Professor Blum’s class has forced me to realize there are more important things in life than American Idol and Facebook,” he said. “Coming in to BSC 101, I expected another boring class telling me to think deeply but never teaching me how. After a semester with Professor Blum, I realized his class not only told me to think critically about everything, but he actually taught me how to do so. I’m finding it is no longer a chore to think critically—instead, it happens instinctively.”

Blum said he pushes students to keep finding new vocabulary words to describe their thoughts. He hopes they come away from the class knowing that critical thinking is a learned skill—but that they are very capable of mastering it.

“It’s rewarding to teach BSC 101 and see the development of first-year students,” Blum said. “I think the techniques taught in the various sections help with long-term student success.”

Blum’s class is receiving very positive reviews from students. Jenna Phillips calls Blum’s energy, passion, and friendliness “refreshing.”

“I learned to have the humility and courage to ask questions both inside and outside of the classroom,” she said. “Professor Blum taught us to never be satisfied with the first thing that comes to mind, and to stretch ourselves when it comes to participating in any aspect of college. I will carry these lessons with me in the years to come.”

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Read previous Focus on First Year stories:

‘Be a Hero, Be a Teacher’ Learning Community
BSC 101—Entry to the Liberal Arts
Foundations of Inquiry
‘Naked America’ Learning Community