Are open educational resources such as iTunes U and thought-provoking dot-coms such as BigThink.com a distraction from the mission of professors and universities, or the wave of the future? We debate the merits of “open access” intellectual content in the feature story on our twentieth Digital Campus podcast. Also, I report on the mostly good (if a little odd) experience of buying a book from PublicDomainReprints.org, and we discuss the MacBook Air, Flickr Commons, and a variety of tools for manipulating RSS feeds.

It’s time once again to find the most influential syllabi in a discipline—this time, philosophy—as determined by data gleaned from the Syllabus Finder. As with my earlier analysis of the most popular history syllabi the following list was compiled by running a series of calculations to determine the number of times Syllabus Finder users glanced at a syllabus (had it turn up in a search), the number of times Syllabus Finder users inspected a syllabus (actually went from the Syllabus Finder website to the website of the syllabus to do further reading), and the overall “attractiveness” of a syllabus (defined as the ratio of full reads to mere glances). It goes without saying (but I’ll say it) that this methodology is unscientific and gives an advantage to older syllabi, but it still probably provides a good sense of the most visible and viewed syllabi on the web. Anyway, here are the ten most popular philosophy syllabi.

#1 - Philosophy of Art and Beauty, Julie Van Camp, California State University, Long Beach, Spring 1998 (total of 3992 points)

#2 - Introduction to Philosophy, Andreas Teuber, Brandeis University, Fall 2004 (3699 points)

#3 - Law, Philosophy, and the Humanities, Julie Van Camp, California State University, Long Beach, Fall 2003 (3174 points)

#4 - Introduction to Philosophy, Jonathan Cohen, University of California, San Diego, Fall 1999 (2448 points)

#5 - Comparative Methodology, Bryan W. Van Norden, Vassar College, multiple semesters (1944 points)

#6 - Aesthetics, Steven Crowell, Rice University, Fall 2003 (1913 points)

#7 - Philosophical Aspects of Feminism, Lisa Schwartzman, Michigan State University, Spring 2001 (1782 points)

#8 - Morality and Society, Christian Perring, University of Kentucky, Spring 1996 (1912 points)

#9 - Gay and Lesbian Philosophy, David Barber, University of Maryland, Spring 2002 (1442 points)

#10 - Social and Political Philosophy, Eric Barnes, Mount Holyoke College, Fall 1999 (1395 points)

I will leave it to readers of this blog to assess and compare these syllabi, but two brief comments. First of all, the diversity of topics within this list is notable compared to the overwhelming emphasis on American history among the most popular history syllabi. Asthetics, politics, law, morality, gender, sexuality, and methodology are all represented. Second, congratulations to Julie Van Camp of California State University, Long Beach, who becomes the first professor with two top syllabi in a discipline. Professor Van Camp was a very early adopter of the web, having established a personal home page almost ten years ago with links to all of her syllabi. Van Camp should watch her back, however; Andreas Teuber of Brandeis is coming up quickly with what seems to be the Platonic ideal of an introductory course on philosophy. In less than two years since its inception his syllabus has been very widely consulted.

[The fine print of how the rankings were determined: 1 point was awarded for each time a syllabus showed up in a Syllabus Finder search result; 10 points were awarded for each time a Syllabus Finder user clicked through to view the entire syllabus; 100 points were awarded for each percent of "attractiveness," where 100% attractive means that every time a syllabus made an appearance in a search result it was clicked on for further information. For instance, the top syllabus appeared in 2164 searches and was clicked on 125 times (5.78% of the searches), for a point total of 2164 + (125 X 10) + (5.78 X 100) = 3992.]

In a forthcoming article in the Chronicle of Higher Education, Roy Rosenzweig and I argue that the ubiquity of the Internet in students’ lives and advances in digital information retrieval threaten to erode multiple-choice testing, and much of standardized testing in general. A revealing article in this weekend’s Wall Street Journal shows that some schools are already ahead of the curve: “In a wireless age where kids can access the Internet’s vast store of information from their cellphones and PDAs, schools have been wrestling with how to stem the tide of high-tech cheating. Now some educators say they have the answer: Change the rules and make it legal. In doing so, they’re permitting all kinds of behavior that had been considered off-limits just a few years ago.” So which anything-goes schools are permitting this behavior, and what exactly are they doing?

The surprise is that it is actually occurring in the more rigorous and elite public and private schools, and they are allowing students to bring Internet-enabled devices into the exam room. Moreover, they are backed not by liberal education professors but by institutions such as the Bill and Melinda Gates Foundation and pragmatic observers of the information economy. As the WSJ (as well as Roy and I) point out, their argument parallels that of the introduction of calculators into mathematics education in the 1980s, eventually leading to the inclusion of these formerly taboo devices on the SATs in 1994, a move that few have since criticized. Today, if one of the main tools workers use in a digital age is the Internet, why not include it in test-taking? After all, asserts M.I.T. economist Frank Levy, it’s more important to locate and piece together information about the World Bank than to know when it was founded. “This is the way the world works,” Harvard Director of Admissions Marlyn McGrath commonsensically notes.

Of course, the bigger question, only partially addressed by the WSJ article, is how the use of these devices will change instruction in fields such as history. From elementary through high school, such instruction has often been filled with the rote memorization of dates and facts, which are easily testable (and rapidly graded) on multiple-choice forms. But we should remember that the multiple-choice test is only a century old; there have been, and there will surely be again, more instructive ways to teach and test such rich disciplines as history, literature, and philosophy.