Eckerd College - Logos Yearbook (St Petersburg, FL)

 - Class of 1970

Page 5 of 80


Eckerd College - Logos Yearbook (St Petersburg, FL) online yearbook collection, 1970 Edition, Page 5 of 80
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Eckerd College - Logos Yearbook (St Petersburg, FL) online yearbook collection, 1970 Edition, Page 4
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Eckerd College - Logos Yearbook (St Petersburg, FL) online yearbook collection, 1970 Edition, Page 6
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Page 5 text:

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Page 4 text:

, rf"-if k" ,3!,:1:i'o1 2 'F Q S g S 1 a'ua-siigslggifcua ti. :,::v,.'gy---' gut, ff 1 F- ,:,-fjQQf,fQtfg?g . Fggfi Gage-4-'e -z5,"2"f:',' 4- - Z' I " ' ' - - Y QP 1 . . r ig 25--A ' , - , wr' , 3 A , Q l ' A 5 ,v P' . ' , - " 'O " LSHEL 4 S QQ, at W ' 1 'qxua b ' F x ' ' A ' - 'L ?idTP"t' TWSTT' 94 9' 1,43 5 A V ,Q Volume one Issue one Copyright Florida Presbyterian College Student Association 1970 - Linda Bo Jennings Jeff Weir .Rod Dunck David Wise Robby Barnes Michael Boggs Leilani Bost Jon Brannen Ingrid Bredenburg Sherry Coogle Will Crocker Betsy Dean and Steve Rick DelGreco Paul Haviland John McEwan Melanie Murray Tracy Prima Bill Rasch Watson Riddle Judy Schwartz Sylvia Schwintzer Ward Shelley Bob Tomasello Dean Tudor Bob Tumbelston

Page 6 text:

LINDA: I wanted to talk about education and FPC. Mike Boggs gave me some questions last night because he's very upset He thinks that both of you profess one thing and operate in a contrary manner, that you profess a progressive education involved with society and then hold classes like Literary Criticism yesterday, which was very esoteric. So what kind of classes can be run other than classroom classes? Other than sitting around talking about books, old things, dead things? HEEREIVIA: First of all, he's assuming that books are dead and secondly, he's defining a certain part of reality which I really don't know exists or not. One could ask, "WiIl the real world please stand up?" If he wants to talk about reality, my whole life has been spent in academic environments, since I was five years old, so you could take the track that when l'm speaking in my classes and l'm relevant to what is my world. But more important than that is the crisis that we are going through in higher education, a crisis we must recognize. There are many forms of education, institutions of higher learning dealing with one aspect of education. They don't deal with the totality of education. Now, whether or not they should deal with the whole thing is a different question. But at the present time institutions of higher learning are institutions set up to very efficiently deal with one, and only one, aspect of education, that is the aspect dealing with the mind, and setting the student aside from society for a brief period of time, four years, and developing his "tooIs," of analysis etc. Of course, this is the whole thing that's being challenged now. LI NDA: Aren't the abolishing of the language requirement and things like that a step away from the traditional type of institution? DETWEILER: Yeah. I think Boggs is right in his accusation, largely, but there is another aspect to it. We're groping, I think, for new kinds of teaching and learning, inside and out of classrooms, and we don't really know where We're going, so that you can have a class like yesterday which gets out of hand in terms of esoteric statements and discussions. In fact, I would say we are pretty fortunate if about a quarter to a third of the classes in each semester turn out to be exciting and meaningful. That, for one. For another, as Doug says, you've got a responsibility to the existing structure, so that at the same time that you are trying to experiment and are groping at the fringes for new kinds of methods and structures of education, you are also trying to serve the institutions you've got, in the traditional sense, by presenting enough old fashioned hard core knowledge to give the student who wants and needs that sort of thing his money's worth. And you're also doing your job by the administration, fulfilling your contract, and that sort of thing. HEERENIA: We also have to look at this in perspective, too. What has happened is that the old style of educaton, through such forms as lecturing, was practically the only way of communication between the professor and the student, when the university was being developed. Now there are many different types of communication, there's all sorts of mass media. This does not mean that the lecture has suddenly become archaic and obsolete, it means there are other forms, alternatives to the lecture. I think we go a little bit too far when people talk about books and lectures as old fashioned and obsolete, what has actually happened is that they mean there are other alternatives, and our failing is not that we haven't thrown off the lecture, but that we haven't employed enough of these alternative means. But this takes time to really develop. IVly education was all in the form of lectures and books. That's how l'm brought up, that's what l'm used to, that's what turns me on. It takes a tremendous amount of energy and time before I know even how to use these new media. If I defend myself at all against these criticisms, I would say give me time to grow up and to learn how to use these things. DETWEILER: Right. The danger too with the lecture is that it's coming into disrepute now. People disregard all lectures and lecturers, but I think it remains an effective art when you do it well. Of course, not many people can. I think one of the things that causes Core to often fall flat is that we don't have enough good lecturers. HEEREIVIA: Exactly. The lecture became a kind of monopoly where the students in this kind of system had to go to the lecture, and the lecturer felt no responsibility in really putting his time, or himself, into the lecture, since he had a sort of captive audience. This has been one of the troubles with lectures: that it has decayed a lot. One of the real arts, I think, has been lost on academic campuses, the ability to tell and to write a story. It's somehow been lost. A really good lecture should tell a story, it should be engaging and entertaining as well as informative. If it isn't, it's going to appeal only to a very narrow segment of those who are present. DETWEILEB: Something else is involved in Boggs' criticism and that's that he, you, the students, are expecting the professor to do all of the innovating. This is our fault and society's fault generally because you've been put into the inferior position of the master-slave relationship. I should think you should be liberating yourself by now, so that if a class doesn't work, yeah, you can bitch at the professor for not making it work, but you ought to be asking yourselves as well why you haven't done something to make it work. Of course more than accusations. You know, the thing I've been trying to do in Literary Criticism is one hell of a struggle because students don't respond to it. I've been saying from the first day, "I don't want to lecture, I don't want mere discussions, I want you to help structure the whole semester." But who responds? Maybe a half a dozen out of a class of thirty five. The rest still want to be spoon fed. And then when they're spoon fed they bitch about the monotony of it. HEEREIVIA: This was a great thing, one of the attractive things, really, about the Core program. I was always told that you were not even really a discussion leader, that really this was a gathering together of people and that

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