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Page 99 text:
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purposes inevifable wifh the massive influx of sfudenfs foday . . . what he wants and needs rather than impose an al- ready structured course outline upon him. Te get the degree-if thatis what the student wants e-he could choose the form of evaluation to come after four years for less . . . or morej of college. He could choose to have a standard or essay examina- tion, an oral interview with a review board, a research paper submitted for consid- eration, a demonstration of an experiment, or any other form or mixture thereof. If necessary, he could ask for as many chances as he may need to pass. During his period of stuofy, he could schedule exams for his own benefit to help evaluate his progress as he chooses. This way, a grade simply repre- sentg someone's evaluation of his work rather than a competitive mark for others to judge him by. Throughout the whole process, the professor would act more as a wise counse- lor who perhaps suggests materials to get the student started, and who offers his experience and foresight to help the student over diffi- cult points in his study. Also, he would act as a usupplementary source in the student's research. For this to be most effective, the professor would have to be more than just a special- ist that is expert only in his field in his department. To give sound advice, he fake responsibility would have to gain at least minimum competence in the basic concepts of most fields of study. For college administra- tors, a new approach in pol- icy would be necessary to effect this change in higher education. The admissions policies, hiring and firing practices, and budget prior- ities would all have to be changed. For instance, to fill the college with sufli- cient students and yet to keep from discriminating because of educational background, the admissions requirements would have to drop academic qualifica- groups to have an oppor- tunity for higher education. If students are allowed to live off-campus, then schools otherwise limited could accommodate more tions as a part of the cri- teria. Instead, the letter of application explaining why the student wishes to attend and what he hopes to ac- complish, plus his letters of recommendation would be the critical factors. students. If instead, the faculty were to live on-campus with cheaper housing and room and board, and if they were willing to meet in their apartments with students, then OHA-campus in the crucial areas of policy . . To deal with the eco- nomics of such a wide-open policy twhich could involve financial diHf1culties for the student as welll, two fac- tors could be consciously developed. One is less class- room time and the other is non-resident students. With more students helping to pay for the same number of professors, tuition could be lowered considerably, allowing lower economic students would be doubly attracted to the university for intellectual interaction. With the faculty position thus altered, the hiring and Hring practices would also have to change. A dynamic, fluid curriculum would go against having static, ten- ured senior professors dom- inant on the faculty. A large percentage of the fac- ulty should be kept on a temporary basis to meet the needs of the curriculum for a given year or so. Special speakers could be brought in on a weekly basis to sup- plement the offerings of the teaching staff. The firing of professors would be based not so much on academic grounds as on the teaching needs of the following year and on the interest of the students in what they have to offer. To have these changes work effectively, the stu- dents and faculty must be intimately and meaningful- lyainyolved in the decision- makingx processes of the university. After all, the administrators are responsi- ble for executing the poli- cies set by the university. As part of that university, students and faculty should begin to take responsibility in the crucial areas of pol- icy that determine the character and future of any college. Those who oppose stu- dent participation in run- ning the university claim that young people are too inexperienced and imma- ture to do so. I would agree with them to a certain ex- tent. I-Iowever, I do believe that students are experts in education because they ex- perience directly the effects of university policies and are able to give immediate feed-back on defective areas. And how else are they to become mature than by the raw, abrasive experience of having their best and most mature qual- ities tested and demanded to the fullest? They are people, and they resent as much as any- one else being ordered to do things and being kept so helpless and humbled that they can do little about their situation. They want to survive as people in a world of metal machines and people machines. They donit want to lose their humanness, their moral concern. their young ideal- ism, and their live emotions to lifeless sheets of paper with words on them. Stu- dents want a chance to par- ticipate in the dynamic process of life-fto become truly educated people.
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Page 98 text:
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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
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