[Vision2020] Research PhD's
Tom Hansen
thansen@moscow.com
Fri, 13 Feb 2004 05:37:04 -0800
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Cool. Thanks, Joan.
Hey, Merk. You think that me and the boys at the rock quarry can get us =
one of them thar PhDs? I done got me a BS in Information Systems from a =
good ol' 'merican guvment skool here in Moscoe. Even Jake sez he'd be a =
darn gooder talkin' preacher than you seeins how he uses the Dougster's =
name in vain evry once in a while. And besides he been cipherin' the =
Good Book for a long time.
And I can put that thar PhD certificate that I wud earn thru =
correspondence together with uther uns jest like it on a roll by the =
toilet bowl.
Whatcha think, Merk?
Tom Hansen
Still Intoleratin' for the Stars
-----Original Message-----
From: vision2020-admin@moscow.com =
[mailto:vision2020-admin@moscow.com]On Behalf Of DonaldH675@aol.com
Sent: Friday, February 13, 2004 12:24 AM
To: vision2020@moscow.com
Subject: [Vision2020] Research PhD's
Dear Visionaries and Ben Merkle,
Ben correctly points out that many British universities follow a =
research model for PhD training. It is my understanding that such a =
model may not require lecture or lab classes but rather focuses on the =
independent research in a specific area. This methodology is distinctly =
different from the taught + research model at most American =
universities. Incidentally, many credible universities in the U.K. are =
gradually switching to the taught + research model, others continue a =
highly supervised research approach. =20
For example, Cambridge awards a research degree following acceptance =
and defense of a dissertation not exceeding 80,000 words, normally after =
a minimum of three years full-time supervised research. =
http://www.iocs.cam.ac.uk/othercourse.html Oxford, on the other hand =
appears to prefer a tutorial system. Most students are taught in all =
forms during their study at Oxford. =
http://www.politics.ox.ac.uk/applicants/grad/faq.asp#14
The University of Wales at Lampeter PhD is =E2=80=9Cawarded purely for =
research, there are no taught elements. =
http://www.lamp.ac.uk/trs/Postgraduate/phd.htm
=20
Frankly, it seems astonishing that Mr. Merkle was admitted (and I am =
still not clear whether it was to the University of Wales or to the =
Evangelical Theological College of Wales) without a masters degree. He =
must be an exceptional scholar. I do think however, that there is a =
significant difference between an unfinished Master=E2=80=99s program in =
English Literature at the University of Idaho and an intellectually =
rigorous, broadly based Religious Studies tutorial and lecture based =
master's program (complete with thesis) in the U.K. (Which training, in =
fact, appears to be the conventional path to PhD programs in the UK)
On the other hand, several well thought of American schools have a =
different approach. American PhD=E2=80=99s in theology or religious =
studies (from accredited schools) require thorough background training =
and a broad understanding of religion and culture, in addition to =
foreign language and biblical study. The following are examples:
Columbia: =
http://www.columbia.edu/cu/religion/grad-prgm-pages/grad-handbook/main-pa=
ges/part4/index.html
Harvard: http://www.fas.harvard.edu/~csrel/
Princeton| http://www.princeton.edu/~religion/graduatecoursework.html
A short description of Princeton=E2=80=99s formal course work which is =
typical of other accredited schools offering a PhD in theology is =
described below.
=E2=80=9CFormal Course Work: Graduate students in religion ordinarily =
take courses of several different kinds and with a number of distinct =
aims in view. One aim is to develop familiarity with leading traditions =
of research and analysis in religious studies. Another is to prepare for =
the General Examination in the student's area of concentration. A third =
is to pursue specific interests relevant to the student's scholarly =
development, especially in the area of the Dissertation. Students are =
expected to consult their principal advisers and the Director of =
Graduate Studies, but responsibility for designing a course of study =
that satisfies these aims in the limited time available falls mainly on =
students themselves.=E2=80=9D
During the Fall Term of each year a Departmental Seminar (Religion 501 =
or 502 in alternate years) is offered on a topic of general interest in =
religious studies. This course is required of all first-and second-year =
students, and its purpose is to help students develop awareness of =
various approaches to the study of religion, their history, and their =
assumptions about understanding and explaining religious texts and =
behavior. Departmental Seminars also give students an opportunity to =
interact regularly with people working in all the sub-fields in =
Religion. Specialized instruction within the field of concentration is =
carried on primarily in reading courses, the form and content of which =
are tailored to the student's particular interests and needs. Reading =
courses frequently involve several students but may often take the form =
of one-on-one tutorials with a member of the faculty. On occasion, =
reading courses are given in conjunction with advanced undergraduate =
courses, in which graduate students are welcome to participate. The =
Department also offers occasional graduate seminars in each of the =
special fields, as well as seminars on specific issues, such as popular =
religion, millennialism, and comparative religious thought. Virtually =
all graduate students in religion at Princeton do extensive course work =
outside the Department. Most enroll in graduate seminars and reading =
courses in other departments at Princeton, such as Anthropology, =
Classics, East Asian Studies, History, Near Eastern Studies, =
Philosophy, Politics, and Sociology. Graduate seminars and other =
resources at Columbia University, Princeton Theological Seminary, and =
the University of Pennsylvania are also readily available, thanks to =
cooperative arrangements with those institutions.=E2=80=9D
It seems to me that one might expect a significant difference in the =
educational end product when the two methods are compared. Luckily for =
Ben he can skip all the *extra stuff* and just focus on learning what he =
can teach himself....is this an extreme example of homeschooling, or =
what?
Rose Huskey
=20
=20
=20
=20
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<DIV><SPAN class=3D086232213-13022004>Cool. Thanks, =
Joan.</SPAN></DIV>
<DIV><SPAN class=3D086232213-13022004></SPAN> </DIV>
<DIV><SPAN class=3D086232213-13022004>Hey, Merk. You think that me =
and the=20
boys at the rock quarry can get us one of them thar PhDs? I =
done got=20
me a BS in Information Systems from a good ol' 'merican guvment skool =
here in=20
Moscoe. Even Jake sez he'd be a darn gooder talkin' preacher than=20
you seeins how he uses the Dougster's name in vain evry once in a=20
while. And besides he been cipherin' the Good Book for a long=20
time.</SPAN></DIV>
<DIV><SPAN class=3D086232213-13022004></SPAN> </DIV>
<DIV><SPAN class=3D086232213-13022004>And I can put that thar PhD =
certificate that=20
I wud earn thru correspondence together with uther uns jest like it on a =
roll by=20
the toilet bowl.</SPAN></DIV>
<DIV><SPAN class=3D086232213-13022004></SPAN> </DIV>
<DIV><SPAN class=3D086232213-13022004>Whatcha think, Merk?</SPAN></DIV>
<DIV><SPAN class=3D086232213-13022004></SPAN> </DIV>
<DIV><SPAN class=3D086232213-13022004>Tom Hansen</SPAN></DIV>
<DIV><SPAN class=3D086232213-13022004>Still Intoleratin' for the=20
Stars</SPAN></DIV>
<DIV><SPAN class=3D086232213-13022004></SPAN> </DIV>
<DIV><SPAN class=3D086232213-13022004></SPAN> </DIV>
<DIV><SPAN class=3D086232213-13022004></SPAN> </DIV>
<BLOCKQUOTE dir=3Dltr=20
style=3D"PADDING-LEFT: 5px; MARGIN-LEFT: 5px; BORDER-LEFT: #000000 2px =
solid; MARGIN-RIGHT: 0px">
<DIV class=3DOutlookMessageHeader dir=3Dltr align=3Dleft><FONT=20
face=3DTahoma>-----Original Message-----<BR><B>From:</B>=20
vision2020-admin@moscow.com [mailto:vision2020-admin@moscow.com]<B>On =
Behalf=20
Of </B>DonaldH675@aol.com<BR><B>Sent:</B> Friday, February 13, 2004 =
12:24=20
AM<BR><B>To:</B> vision2020@moscow.com<BR><B>Subject:</B> [Vision2020] =
Research PhD's<BR><BR></FONT></DIV>
<P class=3DMsoNormal style=3D"MARGIN: 0in 0in 0pt"><FONT face=3D"Times =
New Roman"=20
size=3D3>Dear Visionaries and Ben Merkle,</FONT></P>
<P class=3DMsoNormal style=3D"MARGIN: 0in 0in 0pt"><FONT face=3D"Times =
New Roman"=20
size=3D3></FONT> </P>
<P class=3DMsoNormal style=3D"MARGIN: 0in 0in 0pt"><FONT =
size=3D3><FONT=20
face=3D"Times New Roman">Ben correctly points out that many British =
universities=20
follow a research model for PhD training.<SPAN=20
style=3D"mso-spacerun: yes"> </SPAN>It is my understanding that =
such a=20
model may not require lecture or lab classes but rather focuses =
on the=20
independent research in a specific area.<SPAN style=3D"mso-spacerun: =
yes"> =20
</SPAN>This methodology is distinctly different from the taught + =
research=20
model at most American universities.<SPAN style=3D"mso-spacerun: =
yes"> =20
Incidentally, m</SPAN>any credible universities in the=20
<st1:country-region><st1:place>U.K.</st1:place></st1:country-region> =
are=20
gradually switching to the taught + research model, others continue a=20
<U>highly supervised</U> research approach.<SPAN=20
style=3D"mso-spacerun: yes"> </SPAN></FONT></FONT></P>
<P class=3DMsoNormal style=3D"MARGIN: 0in 0in 0pt"><FONT face=3D"Times =
New Roman"=20
size=3D3>For example, =
<st1:City><st1:place>Cambridge</st1:place></st1:City>=20
awards a</FONT><A name=3D23></A><FONT size=3D3><FONT face=3D"Times New =
Roman">=20
research degree following acceptance and defense of a dissertation not =
exceeding 80,000 words, normally after a minimum of three years =
full-time=20
supervised research.<SPAN style=3D"mso-spacerun: yes"> =20
</SPAN></FONT></FONT><A=20
href=3D"http://www.iocs.cam.ac.uk/othercourse.html"><FONT =
face=3D"Times New Roman"=20
size=3D3>http://www.iocs.cam.ac.uk/othercourse.html</FONT></A><FONT =
size=3D3><FONT=20
face=3D"Times New Roman"><SPAN style=3D"mso-spacerun: yes"> =20
</SPAN><st1:City><st1:place>Oxford</st1:place></st1:City>, on the =
other hand=20
appears to prefer a tutorial system. Most students are taught in =
all=20
forms during their study at=20
<st1:City><st1:place>Oxford</st1:place></st1:City>. </FONT></FONT><A=20
href=3D"http://www.politics.ox.ac.uk/applicants/grad/faq.asp#14"><FONT =
face=3D"Times New Roman"=20
=
size=3D3>http://www.politics.ox.ac.uk/applicants/grad/faq.asp#14</FONT></=
A></P>
<P class=3DMsoNormal style=3D"MARGIN: 0in 0in 0pt"><FONT =
size=3D3><FONT=20
face=3D"Times New Roman"><SPAN style=3D"COLOR: black">The=20
</SPAN><st1:place><st1:PlaceType><SPAN=20
style=3D"COLOR: black">University</SPAN></st1:PlaceType><SPAN=20
style=3D"COLOR: black"> of </SPAN><st1:PlaceName><SPAN=20
style=3D"COLOR: black">Wales</SPAN></st1:PlaceName></st1:place><SPAN=20
style=3D"COLOR: black"> at Lampeter PhD is =E2=80=9Cawarded =
purely for research,=20
there are no taught elements. <A=20
href=3D"http://www.lamp.ac.uk/trs/Postgraduate/phd.htm"><SPAN=20
style=3D"COLOR: =
black">http://www.lamp.ac.uk/trs/Postgraduate/phd.htm</SPAN></A></SPAN></=
FONT></FONT></P>
<P class=3DMsoNormal style=3D"MARGIN: 0in 0in 0pt"><FONT =
size=3D3><FONT=20
face=3D"Times New Roman"><SPAN=20
style=3D"COLOR: black"><o:p></o:p></SPAN></FONT></FONT> </P>
<P class=3DMsoNormal style=3D"MARGIN: 0in 0in 0pt"><FONT face=3D"Times =
New Roman"=20
size=3D3>Frankly, it seems astonishing that Mr. Merkle was admitted =
(and I am=20
still not clear whether it was to the=20
<st1:place><st1:PlaceType>University</st1:PlaceType> of=20
<st1:PlaceName>Wales</st1:PlaceName></st1:place> or to the Evangelical =
Theological College of Wales) without a masters degree.<SPAN=20
style=3D"mso-spacerun: yes"> </SPAN>He must be an exceptional=20
scholar.<SPAN style=3D"mso-spacerun: yes"> </SPAN>I do think =
however, that=20
there is a significant difference between an unfinished =
Master=E2=80=99s program in=20
English Literature at the University of Idaho and an intellectually =
rigorous,=20
broadly based Religious Studies tutorial and lecture based =
master's=20
program (complete with thesis) in the U.K. (Which training, in=20
fact, appears to be the conventional path to PhD programs in the=20
UK)</FONT></P>
<P class=3DMsoNormal style=3D"MARGIN: 0in 0in 0pt"><SPAN=20
style=3D"mso-spacerun: yes"><FONT face=3D"Times New Roman"=20
size=3D3></FONT></SPAN> </P>
<P class=3DMsoNormal style=3D"MARGIN: 0in 0in 0pt"><FONT face=3D"Times =
New Roman"=20
size=3D3>On the other hand, several well thought of American schools =
have a=20
different approach.</FONT><A name=3DN10012><FONT size=3D3><FONT=20
face=3D"Times New Roman"> American PhD=E2=80=99s in theology or =
religious studies (from=20
accredited schools) require thorough background training and a broad=20
understanding of religion and culture, in addition to foreign language =
and=20
biblical study. The following are =
examples:<o:p></o:p></FONT></FONT></A></P>
<P class=3DMsoNormal style=3D"MARGIN: 0in 0in 0pt"><SPAN=20
style=3D"mso-bookmark: N10012"></SPAN><FONT size=3D3><FONT=20
face=3D"Times New Roman"><st1:City><st1:place><SPAN=20
style=3D"mso-bookmark: =
N10012">Columbia</SPAN></st1:place></st1:City><SPAN=20
style=3D"mso-bookmark: N10012">:</SPAN>=20
=
http://www.columbia.edu/cu/religion/grad-prgm-pages/grad-handbook/main-pa=
ges/part4/index.html<BR>Harvard:=20
</FONT></FONT><A href=3D"http://www.fas.harvard.edu/~csrel/"><SPAN=20
style=3D"COLOR: black"><FONT face=3D"Times New Roman"=20
size=3D3>http://www.fas.harvard.edu/~csrel/</FONT></SPAN></A></P>
<P class=3DMsoNormal style=3D"MARGIN: 0in 0in 0pt"><FONT face=3D"Times =
New Roman"=20
size=3D3>Princeton| </FONT><A=20
=
href=3D"http://www.princeton.edu/~religion/graduatecoursework.html"><FONT=
=20
face=3D"Times New Roman"=20
=
size=3D3>http://www.princeton.edu/~religion/graduatecoursework.html</FONT=
></A></P>
<P class=3DMsoNormal style=3D"MARGIN: 0in 0in 0pt"><FONT =
size=3D3><FONT=20
face=3D"Times New Roman">A short description of=20
<st1:place>Princeton</st1:place>=E2=80=99s formal course work which is =
typical of=20
other accredited schools offering a PhD in theology is described=20
below.<o:p></o:p></FONT></FONT></P>
<P><FONT size=3D3><FONT face=3D"Times New Roman"><B><SPAN=20
style=3D"COLOR: black">=E2=80=9CFormal Course Work:</SPAN></B><SPAN=20
style=3D"COLOR: black"> Graduate students in religion ordinarily take =
courses of=20
several different kinds and with a number of distinct aims in view. =
One aim is=20
to develop familiarity with leading traditions of research and =
analysis in=20
religious studies. Another is to prepare for the General Examination =
in the=20
student's area of concentration. A third is to pursue specific =
interests=20
relevant to the student's scholarly development, especially in the =
area of the=20
Dissertation. Students are expected to consult their principal =
advisers and=20
the Director of Graduate Studies, but responsibility for designing a =
course of=20
study that satisfies these aims in the limited time available falls =
mainly on=20
students themselves.=E2=80=9D<o:p></o:p></SPAN></FONT></FONT></P>
<P><FONT size=3D3><FONT face=3D"Times New Roman"><SPAN style=3D"COLOR: =
black">During=20
the Fall Term of each year a Departmental Seminar (Religion 501 or 502 =
in=20
alternate years) is offered on a topic of general interest in =
religious=20
studies. This course is required of all first-and second-year =
students, and=20
its purpose is to help students develop awareness of various =
approaches to the=20
study of religion, their history, and their assumptions about =
understanding=20
and explaining religious texts and behavior. Departmental Seminars =
also give=20
students an opportunity to interact regularly with people working in =
all the=20
sub-fields in Religion. Specialized instruction within the field of=20
concentration is carried on primarily in reading courses, the form and =
content=20
of which are tailored to the student's particular interests and needs. =
</SPAN><st1:City><st1:place><SPAN=20
style=3D"COLOR: black">Reading</SPAN></st1:place></st1:City><SPAN=20
style=3D"COLOR: black"> courses frequently involve several students =
but may=20
often take the form of one-on-one tutorials with a member of the =
faculty. On=20
occasion, reading courses are given in conjunction with advanced =
undergraduate=20
courses, in which graduate students are welcome to participate. The =
Department=20
also offers occasional graduate seminars in each of the special =
fields, as=20
well as seminars on specific issues, such as popular religion, =
millennialism,=20
and comparative religious thought. Virtually all graduate students in =
religion=20
at </SPAN><st1:place><SPAN=20
style=3D"COLOR: black">Princeton</SPAN></st1:place><SPAN =
style=3D"COLOR: black">=20
do extensive course work outside the Department. Most enroll in =
graduate=20
seminars and reading courses in other departments at Princeton, such =
as <A=20
href=3D"http://www.princeton.edu/~antwww" target=3D_blank><SPAN=20
style=3D"COLOR: black">Anthropology</SPAN></A>, <A=20
href=3D"http://www.princeton.edu/~classics" target=3D_parent><SPAN=20
style=3D"COLOR: black">Classics</SPAN></A>, <A=20
href=3D"http://www.princeton.edu/~eastasia" target=3D_blank><SPAN=20
style=3D"COLOR: black">East Asian Studies</SPAN></A>, <A=20
href=3D"http://www.princeton.edu/~history" target=3D_blank><SPAN=20
style=3D"COLOR: black">History</SPAN></A>, <A=20
href=3D"http://www.princeton.edu/~nes" target=3D_parent><SPAN=20
style=3D"COLOR: black">Near Eastern <SPAN=20
style=3D"mso-spacerun: yes"> </SPAN>Studies</SPAN></A>, <A=20
href=3D"http://webware.princeton.edu/philosph" target=3D_blank><SPAN=20
style=3D"COLOR: black">Philosophy</SPAN></A>, <A=20
href=3D"http://www.princeton.edu/~politics" target=3D_blank><SPAN=20
style=3D"COLOR: black">Politics</SPAN></A>, and <A=20
href=3D"http://www.princeton.edu/~sociolog/" target=3D_blank><SPAN=20
style=3D"COLOR: black">Sociology</SPAN></A>. Graduate seminars and =
other=20
resources at </SPAN><st1:place><st1:PlaceName><SPAN=20
style=3D"COLOR: black">Columbia</SPAN></st1:PlaceName><SPAN=20
style=3D"COLOR: black"> </SPAN><st1:PlaceType><SPAN=20
style=3D"COLOR: =
black">University</SPAN></st1:PlaceType></st1:place><SPAN=20
style=3D"COLOR: black">, Princeton Theological Seminary, and the=20
</SPAN><st1:place><st1:PlaceType><SPAN=20
style=3D"COLOR: black">University</SPAN></st1:PlaceType><SPAN=20
style=3D"COLOR: black"> of </SPAN><st1:PlaceName><SPAN=20
style=3D"COLOR: =
black">Pennsylvania</SPAN></st1:PlaceName></st1:place><SPAN=20
style=3D"COLOR: black"> are also readily available, thanks to =
cooperative=20
arrangements with those =
institutions.=E2=80=9D<o:p></o:p></SPAN></FONT></FONT></P>
<P><SPAN style=3D"COLOR: black"><FONT size=3D3><FONT face=3D"Times New =
Roman">It=20
seems to me that one might expect a significant difference in the =
educational=20
end product when the two methods are compared. Luckily =
for Ben=20
he can skip all the *extra stuff* and just focus on learning what =
he can=20
teach himself....is this an extreme example of homeschooling, or=20
what?</FONT></FONT></SPAN></P>
<P><SPAN style=3D"COLOR: black"><FONT size=3D3><FONT face=3D"Times New =
Roman">Rose=20
Huskey<o:p></o:p></FONT></FONT></SPAN></P>
<P><SPAN style=3D"COLOR: black"><o:p><FONT face=3D"Times New Roman"=20
size=3D3> </FONT></o:p></SPAN></P>
<P><SPAN style=3D"COLOR: black"><o:p><FONT face=3D"Times New Roman"=20
size=3D3> </FONT></o:p></SPAN></P>
<P><SPAN=20
style=3D"FONT-SIZE: 10pt; COLOR: black; FONT-FAMILY: =
Arial"><o:p> </o:p></SPAN></P>
<P><SPAN=20
style=3D"FONT-SIZE: 10pt; COLOR: black; FONT-FAMILY: =
Arial"><o:p> </o:p></SPAN></P></BLOCKQUOTE></BODY></HTML>
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