California Western University - Loma Del Mar Yearbook (San Diego, CA)

Page 97 text:

fi n if H Lf x eff -, , n n we f Veritypist Fmncef V. Curnelte lypex out the copy for next weekk edition of tbe WEST- ERN TIDE. 1 Larry Lauren, left, Jels up lhe folder for the newfpaper. Above, Mary Dover poxtef up cz job for the utblelif deparl- 076721. Preffmon Ernest Doc Romof od- juftf flee ink flow for on SPA progronz.

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'Q' Y-.,,-is s l f ' Y ' Print Shop Director 1 f -in f fl sie ' , 5 N? 5 K S Hugh Stony Con- , t , s. im nelly rriliquef a Winler Qmzrler edi- lion wizb editor Narda Zacchirzo. Nt 3 - . ws i ' XXX 1- ., ,.,.. ,. S ., ,,... W, X University Press Serves A11 Departments Chaotic is a good word to de- scribe the activity of the Uni- versity Print Shop, which is under the management of Hugh Scotty Connelly. Not only do the industrious print shop people produce tickets for various events and print pro- grams for School of Performing Arts productions, but they also are responsible for printing vari- ous athletic brochures, the Uni- versity Handhook, examinations and the weekly production of the WENSTERN TIDE. Aiding NScotty are assistant manager Bruce Aschenbrenner, who handles the darkroom chores: Larry Larsen, prcssmang and Ernest Doc Ramos, also a pressman. Turning out copy are veritypists Mary Daves and Frances V. Curnctte. X Bruce Afrlaenbren- 1 ner lmndlef the darkroom cborer az llie U nioerxity Prem.

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The sysfem is foo sfale and rigid fo safisfy the diverse inferesfs and ESSAY ON EDUCATION By Yuii Mifani How can students be- come educated people in spite of the final years of institutionalizing called college? I think it depends on how colleges cope with three factors of modern times: choices, crises, and masses. How will American high- er education promote indi- vidual choices in education, cope with continual and critical crises inside and outside the college, and assist the masses of students through a series of exper- iences that give them a chance to survive as people in the dehumanized com- plexities of our world? What I mean by Hsurviv- al as people is the devel- opment of those qualities in people that are human, Mother - directed, innova- tive, and filled with self- confidence and dignity. For a college to accomplish this, it must set the considera- tion of people above insti- tutional or personal goals. The college must help the student through a ser- ies of experiences that chal- lenge his abilities and that develop his awareness of himself and other people. The student should be giv- en full responsibility to be- come an educated personi- which is possible only if he is given significant oppor- tunities to help run univer- sity programs. To the stu- dent, the idea of an ivory towerw campus secluded from the uoutside world is dead. Instead, he needs to use his training in academic research and expression to help develop solutions to the complex social prob- lems of this country, taking into account the political, economic, and social reali- ties of our times. Rather than protect students from 'gunpleasantn or Hdanger- outi' situations with the pa- ternalistic shield of in loco parentis, college should be precisely the time when they are thrust into critical and challenging experiences --and yet are given guid- ance and preparation from adults who care about them as people. In order to prepare stu- dents, the curriculum must be reorganized and new ap- proaches developed to pro- mote individual choices and decisions. Attempts to pro- mote individual choices in education are reflected in organizational structures and physical facilities such as cluster colleges, indepen- dent study, freshman semi- nars, group dynamics meet- ings, volunteer community work, teach-ins, and special new courses such as Hblack history and literature or 'fthe history of the new stu- dent left. Though these changes reflect the trend, even further reforms must take place before individual choices have a meaningful place in the educational system. Students reject the re- quired general education courses together with the ucore courses plus the few electives that comprise the standard offerings of liberal arts colleges. The system is too stale and rigid to satis- fy the diverse interests and purposes inevitable with the massive influx of students today. I think that a modern education must promise not only a variety of courses simultaneously, but also a variety of educational ap- proaches or teaching styles. In other words, the student can choose to study unider the traditional system of education or he can elect to follow any alternative and innovative form he wishes. I believe this is ex- tremely important for a studentls feeling of achieve- ment because so much of what he goes through just isn't his fault. Rather, he must compete with large numbers of students who have tremendously diverse backgrounds. The student is immediately and unfairly disadvantaged if he is from a segregated high school, from a lower economic background, or from a poorly educated immigrant family, even if he otherwise has the intelligence to com- pete successfully. A modern education must take these disparities of background into account by not forcing students to compete aca- demically with unfair hand- He could be encouraged to go to the ghetto or an Ap- palachian town' to live with the people, analyzing and interacting with his surroundings after studying the research done in any or all academic fields that relate tor he could go through the experiencefhe might even have lived there and thus turn his handicap to an advantagefand then interpret it in the light of his research afterwardsg then maybe return to re- check his analysisj. . . Sfudenfs and Faculfy should begin fo icaps. To compensate for these differences, a variety of non-competing educational systems must be developed with standards of achieve- ment appropriate to each. For instance, assigned to a professor as f'counselor, the student could proceed to research-through ex- periments or a series of readings-any serious topic he wished to learn about. Even if he were follow- ing the 'ltraditionalu system of education, the student would have to know enough about his field or subject to structure his own course of study, thus using the professor only as a supple- mentary resource to his books and other research. If the student were too un- sure of himself, the profes- sor as counselor should try to help the student find