Goshen College - Maple Leaf Yearbook (Goshen, IN)

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Thus, life af Goshen College is pre- senfed in a circular fashion. Leaping wifhin and among enmeshed perim- efers, fhe individual exisfs and pro- duces in a pofpourri of aciivifies, per- sons, and ideas. Spheres of unique consciousness expand wifh lime ancl diversify, and fhen confracf again in a single momenf of meaningful dialogue wifh one ofher significanf person. Similar fo fhe way in which a fhrown sfone produces widening ripples in fhe maple leaf-spoiled pool, so The indi- vidual develops and unfolds fhrough a process of creaiive experiences. The need for dependence, independence and interdependence are all seen in cr somewhaf prefzel-fwisfing shape. The 1964 MAPLE LEAF is only an arch of fhe spheric Goshen College. To fhe individual is consigned fhe faslc of recognizing and inferprefing The im- pacf of fhe year on his own being. ll

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PERCEPTICIN From one point of view. encountering the new worlds of the liberal arts is a process of acquiring more knowledge, a pushing out of the students ini- tially small perimeter of academic perception. The student learns to see relationships in an inco- herent mass of statistics, art forms, historical dates, philosophic concepts and literary ideas. He acquires the ability to evaluate the quality of sources. to edit out the irrelevant, to distill essential ideas, and to discern fact from opinion. Specialization continues the process of perimeter expansion as one particular discipline is scrutinized more closely and eventually mastered. But not only does the curriculum enable the stu- dent to realize his intellectual potential. it also strips him of provinciality and romanticism. Rather than black and white absolutes in politics, religion or his- torical interpretation, there are many shades of gray. Gone forever are the romantic, childlike notions about God and man. In their place the student has gained a more realistic and accurate perception of the heaft, soul and spirit of the modern World and of himself in it. Destruction of stereotypes has called into play that most basic of learning phenomena- thinking. 14 'X '3 P 0 ., F :ss ' Wt' -snx 4 x 'Q ui .' -if s ift- 315.1 . ..- ,,,-Jf,,ff3.,2-5, a '35 vis f gi,-Hrzg:-. Ep ,Q1 .1 14:-:1.gux-'V 1, 22,45 354 . er-Lai . . H -. 11-' :Z 'p rf , lf! X -' 4 1-3 a 'S -H 'a IF'- 'Q - My g-4, ry'-F - ,, if its gait?-. gi :r,u+'.'.-'.T w 1' 5 .ii4'ffiQ1'9.q 1.1 'av'-.Wersi .,.f1fseLi.5' Jeff, 4 --wi' 'wiv--TQ? Q 'J'v'g'2 .- gf '.,a,ti5rQ1-4, R5 ' it . 'x f3q1r+f,,z--as-f I l