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IDS 101- Doing what
By Paige Hogan
When a freshman realizes that
he is faced with the requirement
of taking Int'erdisciplanary
Studies 101 (IDS) , it can be a little
bit startling - to say the least. In
fact, the mere length of the name
makes quite an impression.
However, this year's freshmen
could breathe a sigh of relief as
all of them had already had the
course's perfect reference
source-themsel ves.
The theme for this year's IDS
class is "Self A Part". It focuses
on the extremely complex nature
of the self, highlighting its ability
to be a part, and yet separate,
from its surroundings. Ac
cording to the course's syllabus,
"The course is designed to allow
us to use several ways of knowing
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about and examining the self
(ourselves) in many contexts:
observations of nature; close
readings of significant literature;
field investigation of social
issues; artistic creativity;
keeping a personal journal and
preparing a family history."
The most unusual aspect of the
course is the second section
entitled "In the Forest", which
the classes are now beginning.
Along with its principle literary
work, Faulkner's The Bear, this
section also includes various
projects in the Guilford woods.
The woods project originally
began as an IDS 401 class known
as "Enviromental Systems
Planning". However, as a result
of a corresponding need, both for
someone to continue the project
as well as for a natural context in
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which "self" exploration could
occur, the woods project was
incorporated into the IDS 101
class.
While the course has inspired a
variety of responses from
students, professors are still
tenative in their opinions. Their
general consensus seems to be
that, as they are only three weeks
into teaching the course, "it is too
early to judge its success".
Nevertheless, many share the
sentiments of Claire Morse, who
said, "I'm having a good time
teaching it."
The personal nature of the
course is one of its principle
aspects. The students are able to
learn something about them
selves as well as experience
being a part of a working group.
As a result, according to
professor Martha Cooley the
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present IDS class is much more
actively involved in the course
than others have been in the past.
The professors also consider
journals, kept by students, to be
an important part of the class.
They provide what Charles Almy
calls a "shake down", an in
troduction to in-depth analysis of
the relations between their ac
tivities and reading material.
The students who were in
terviewed offered an even blend
of both positive and negative
comments. The most frequent
favorable responses dealt with
the opportunity to ac
tually become involved in a
hands-on manner and to be able
to study ideas which they could
actually apply to themselves.
Amy Montgomery summed up the
general positive feeling by
Guilfordian, September 24, 1981
saying, "I'm finding that
everything we do really does
relate to myself."
Some students, however,
voiced contrary opinions on these
same issues. They feel that the
activities are inadequate for
conveying the theme of the
course. Another derogatory com
ment frequently uttered by the
IDS 101 students is directed at
what they thought to be a vague
relation between the woods
project and the central theme of
the course. The professors,
however, feel that understanding
of the section will come with
further study and reading of its
literature.
Photo by Mike Brandeis
photo by Randy Rosenthal