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The “baby sciences” at Hillsdale are mandatory for a reason.
I’ve earned my highest and lowest grades in these introductory science courses. One was outrageously easy. One was brutal. Another felt dull and uninteresting. Humanities majors often see these courses as a sad compromise, an attempt to squeeze some liberal-artsy idealism into an already jam-packed core curriculum. But I took something important away from each class, and I’m glad I had to take them. One thing I regret, however, is approaching these courses with complaints.
Hillsdale College weaves the natural sciences into the core curriculum by tailoring math and science classes to humanities majors, approaching the subject through a philosophical or historical lens. “Baby science” courses often involve studying the great ideas, major figures, and principles of each field. Instead of writing a five-page lab report, students might write a five-page paper about a historical figure or a scientific debate. In theory, this should create the best of both worlds for humanities majors, but many grumble that these courses feel difficult, uninteresting, or pointless.
Students come to Hillsdale for its challenges, but the “virtus tentamine gaudet” feeling doesn’t take long to fade. Students quickly become comfortable hand-picking their challenges while avoiding unwanted ones. Maturity, however, comes from embracing the unwanted challenges of life. Students often ask how they will use what they’re learning in a “baby science” course, especially because it doesn’t contribute much to their major. But they would do well to see the “baby sciences” as a win-win opportunity for growth.
On the one hand, a student might get a professor who provides the ideal. Some professors excel in teaching the basics of their field in an engaging way while assigning little homework. This is something to be grateful for. While ideally every Hillsdale student should be able to devote ample time and energy to five courses a semester, it’s often realistic to shoot for three. A “baby science” course that feels like a breeze can help lighten the load.
If students find “baby science” courses difficult or dull, they should remember a few things. First, everything is uninteresting to the uninterested — and the reverse is also true. Second, this is your opportunity for maturity. College should be the place where individuals learn to find solutions to life’s problems.
With this in mind, it’s also important to consider the perspective of the professors. It’s probably not thrilling for a professor to teach another batch of moderately-interested humanities majors about phylogenies when he could be doing research with pre-med students instead.
College works best when its members work together toward a common goal. This requires students to set aside their own interests at times — including their desire to complain. Professors would rather hear sincere feedback rather than complaints and grievances, but they often only receive the latter.
Children want the world to suit and serve them. But an adult must attend to the people and circumstances around him. Children complain about their problems, but adults can’t afford to complain because they know it harms everyone — themselves most of all. Let’s approach the “baby sciences” as adults and see them as an opportunity for growth.
Elijah Ahrens is senior studying philosophy and theology.
