Why do we love those conversational podcasts?
If you were a student at a medieval university, you listened to lectures.
And listened and listened and listened to lectures, often more than ten hours a day.
But they weren’t like lectures at today’s universities, where hundreds of students sit in a hall and listen to a professor deliver a monologue.
The medieval morning lectures were like that, but come afternoon, the lectures morphed into dialogue. The professor would assert a position, a graduate assistant would field questions or objections posed by undergraduates, and discussion ensued. At the end, the professor would summarize that afternoon’s conversation.
It was the “Scholastic disputation.”
Each session was meant to unfold knowledge gradually, as informed and inquisitive minds rubbed against one another, sharpening each other in the process, like knives rubbing against a whetstone.
Kansas: Early 1970s
The disputation, like everything else Scholastic, evaporated over the centuries and gave way to the mass lecture hall, with one professor doing all the talking.
In the 1970s, three professors at the University of Kansas brought back the disputation.
The three professors were John Senior, Frank Nelick, and Dennis Quinn, and they led the Integrated Humanities Program, a program dedicated to the wild notion of restoring a sense of beauty and poetic knowledge in its students.
The Program had a lot of facets (e.g., waltzes, star-gazing, great books), but its centerpiece may have been conversations among the three professors with the students watching.
The following description of these highly-popular sessions is taken from Fr. Francis Bethel’s John Senior and the Restoration of Realism.
The 80-minute classes were neither planned nor rehearsed. They weren’t even mentally prepared beforehand. Said Quinn in an interview:
… Read the rest
We didn’t plan the lectures. We had lunch together before class started and on the way