This web page is devoted to discussing how WISR students can learn the core content that is required of all WISR students--namely, 1) action-research methods and 2) theories and strategies of social change.

Studies in Methods of Social Action Research. All students at WISR are required to participate in an eight-part seminar series on Action Research, including completion of assigned readings. Students who, for geographic or other important reasons, must miss one or more seminars will be expected to negotiate with their faculty adviser alternative assignments. Students will also be assisted in learning how to use the Internet, relevant journals, and libraries, and to critique the literature in their field(s) of study. To find some readings on action-research used at WISR click here. . . . more about action-research. At an October 2005 seminar, WISR faculty member, Marilyn Jackson distributed a Handout on "Resources for Doing Action-Research, Participatory Research, Interviews, etc."

Theories and Methods of Social Analysis and Social Change. All students at WISR are expected to do at least one project that draws on their reading of and reflection on several perspectives on social change. Students are also expected to write a paper drawing on what they have learned from these readings and how it applies to one or more issues, problems or topics of special concern to them. In the process of this writing, students are to critique theories they have read from the point of view of their values, perspectives and experiences, noting the strengths and weaknesses of these theories. Several examples of social change theorists who are often recommended by WISR faculty are: Paulo Freire, bell hooks, Myles Horton, John Dewey and Karl Marx. Students are encouraged to identify other social theorists whose works they are interested in reading, as well. . . . more about social change

Undergraduate Breadth Requirement in the Natural Sciences. All WISR BA students who have not previously completed two semester courses in the natural sciences are expected to study some aspect of the natural sciences and to learn more about the methods of inquiry used in the natural sciences. Jill Arrington recently completed her BA at WISR, and here's some of the things she said in her course syllabus about her experiences studying the natural sciences:
"As someone who's become somewhat of an intellectual and wears the title in the Christian church as an Evangelist, I've been concerned the past year with trying to understand how the scientific and religious views of the world relate to each other. More importantly, I've been trying to understand where I fit in the scheme of it all. Why do we have to choose between religious or scientific views, instead of seeing them as complementary, understanding that, seen together they give us a fuller picture than either on their own would provide? My writing explores and reveals some interesting pictures about the evolution of man and asks questions about our existence whether scientific theory or religious theory. I also share my own insights about those theories and how those theories came about." Jill goes on to write, in her self-evaluation:
"One of the efforts at WISR is considered in relation to the "bigger picture"-the teaching and learning of inquiry and scientific methods, other alternative programs and the conventional higher education establishment. I accomplished being able to see the bigger picture by giving consideration that science and religion can work together, if so desired, to add meaning to the human existence. I was able to inquire about the bias and prejudices that both religion and science have towards their own theories. Reading scientific theories also opened my mind to other possibilities about the evolution of man that I would not have orderly explored or even been willing to give consideration to as a "religious" person without feeling condemnation."

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