California State University Master of Arts in Humanities program

I gather you mean Cal State Dominguez Hills. Plenty of list members have written glowing things about their studies in this program, but I have yet to read much about studies online. I know the school is slowly moving in that direction, but most of their coursework, to my knowledge, avoids online learning and discussion. Rather, it is you alone with books and assignments.

Peter

 

Has anyone taken any online classes from California State University? I am interested in the Master of Arts in Humanities.

Any feedback would be great.
Thanks.

 

I will confirm what peter posted. While I am not in the program, my wife is. She does very little on-line (some e-mail exchanges) mostly it is reading and writng reports. This term she is not even using much e-mail.

It is DL program, but with minimal on-line content.

 

This is, I think, a good example of a small problem that has existed for quite a time. What I am referring to is the problem of language in regards to distance learning. There is an important distinction between distance learning and online learning. Those of us who grew up in the pre-internet era understand this better, perhaps, but distance learning was taking place LONG before the invention and popular implementation of the internet. MOST DL PROGRAMS ARE NOTNOTNOT ONLINE PROGRAMS. Also, in the category of crossing t's and dotting i's, not all DL programs are 100% non-residential. If you ask for an online program you are restricting yourself unnecessarily, and if you talk about a DL program, you can not assume it is 100% non-residential.
This has been a public service announcement.
Jack

 

Thanks for the clarification. I grew up in the pre-internet era and I do understand the difference between DL and online classes. I will try not to be so sloppy with my words in the future.

By the way, I feel fortunate that you did not want to tar-and-feather me.

 

Section 35, paragraph 3(c), the so-called 'racoon eyes paragraph', specifically prohibits tarring-and-feathering. Rail rides are limited to HO gauge and smaller.

 

Jack has raised an important distinction, and I can speak to it from the inside. I am nearing the completion of a master's in adult education (RA) from National-Louis U in Chicago. Expensive at around $18000, but it has been very invigorating. Sometimes terrific. Some of what has made it so good is precisely that it is online cohort learning: there are exactly 8 of us in the program, and we are scattered about N. America. We met for an intro weekend on campus, and will meet again in February for a closing weekend, but otherwise the whole 15-month program has been both collaborative and online. (If anyone is really interested in this program, I should say that those weekends are not absolutely required, if you simply cannot travel.)

These fellow students have become a second family to me. We have done joint projects, and we discuss our readings and each other's ideas online on a near-daily basis. Many of us talk by phone as well, and email constantly: sometimes this is related to our work, often it is just out of friendship and support.

As this program is nearing its conclusion, I am now shopping for another master's program -- I've been bitten with a formal learning bug, it seems -- and I am considering a number of liberal arts MA programs, including CSUDH, Excelsior, the U of Oklahoma, etc. What gives me pause in each of them is precisely that there seems to be little fellowship with other students. You are more or less alone with your books, and a prof writing comments back to you. Tutorial learning, in essence. (Excelsior does handle its required coursework online, and class participation is graded, but I have yet to hear firsthand about it.)

This concept of cohort distance education, in my opinion, is a superb one, and I say this as a newcomer to it. I don't think there is much of it out there, although I read in the new Bears' Guide about an M.Ed. out of Endicott College near Boston that looks rather nice, albeit with a hippie-and-Montessori flavor.

Peter

 

Cardinal Newman agued that discussion and debate was necessary part of an intellectual education, but of course the expression is "reading for a degree,’ not "discussing for a degree."

For centuries, "one-to-one" tutorials were the norm, rather than the "one to a thousand" lectures seen in many modern institutions.

Cohorts are fine, providing they are not too large and the members are of comparable ability and have similar aims. Otherwise, tensions can arise and competition rather than collaboration in the discussions can result in disruption.

"Better" students, studying one-on-one at graduate level can stimulate and be stimulated by the on-line or correspondence instructor. They then receive far more benefit than they would if they were swamped in a class of mixed ability, with members who introduce irrelevancies and an instructor who is compelled to “herd” rather than “lead.” After all "educate" is from the Latin "educare," which means to lead out and (as Paolo Freire pointed out) not to "pour in"!

So, as a potential graduate student, assess your own needs, phone your potential academics (viewing them as that rather than as instructors), find out if you can relate, ask what is on offer and then make your decision.

 

Paulo Freire, not Paolo.

Also, our word educate is from the Latin educare, which means to bring up, to rear, to educate, to train, NOT from the Latin educere, which means to lead forth. Two entirely different words. Freire had his signals crossed.

 

Yes, its Paulo. A silly mistake on my part. I actually met him at the University of London Institute of Education some years ago.
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QUOTE FROM UNCLE JANKO: "our word educate is from the Latin educare, which means to bring up, to rear, to educate, to train, NOT from the Latin educere, which means to lead forth. Two entirely different words. Freire had his signals crossed."
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RESPONSE: Maybe, but not necessarily, for (a) I may have misconstrued Freire and (b) In any case, my construction is in line with his thinking.

As I understand it, both "educare" and "educere" come from the common root "duco" or "lead" and both can have the meaning "to bring up," "to rear" and "to educate." From "educare" came "educatrix (or educaticis) meaning "one who fosters or nurses," implying the passive rather than the active.

"Educere" is more active and has the sense of "raising up," "drawing out," "forming" or "leading."

I am sure that Freire's intention was to advocate the active rather than passive.

 

Posted only in the interest of etymology:

From http://www.m-w.com (a resource highly commended, especially for the audio pronunciation aid):

Etymology: Middle English, to rear, from Latin educatus, past participle of educare to rear, educate, from educere to lead forth -- more at EDUCE - which ironically is aimed more at educere, (Latin educere to draw out, from e- + ducere to lead). EDUCE implies the bringing out of something potential or latent.

I thought you both might find that interesting,

Steven King

 

Yes, indeed and thank you very much for the M-W website link.

On accessing it my eye caught the catch-line "Are you a lifelong learner?", the button for which in turn led to "ClassesUSA."

A doubly useful posting.