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Page 22 text:
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in the sciences and technology who also know what ought to be feared and what ought not to be feared about the sciences and technology. But here you have all these other folks over here who make great judgments and great announcements about it and are just as prejudiced as the dickens about it but don ' t know anything about it. I have hoped that our Division of University Studies in a small way could broaden these comprehensions and bridge over some of these cleavages but I don ' t think we work hard enough at it and it ' s very difficult to get your hands on it. One of the things I like about the kind of campus we have here is that we have the opportunity, whether we take full advantage of it or not, students or anybody else, for these two cultures to be in contact. I wonder how we can do it more .. . Perhaps the most singularly significant statement made by Caldwell in that discourse was . . . I believe in specialization, but I believe that right along side that specialization there ought to be more impact of the other fields of knowledge . . . That, in a handful of words, spells out the difference between education and training, the reason why inter-departmental academic requirements should be at least maintained, indeed, if not increased, and finally, what the purpose of a university education is beyond its job money oriented aspects. It is important to note here that this is not a denouncement of those job money oriented aspects of higher education just discussed. That part of it is real, necessary, and appropriate. Moreover, those who feel that anyone who comes here should do so purely and totally for a learning experience in disregard of any career interest are just as narrow and wrong-headed as those who are their antithesis. It comes down to this: the shift in emphasis, at least since the late 1940s, in higher education has been towards the training aspects. The pendulum should swing back more towards the education aspects, though not to extremes that neglect realism in terms of future employment. A balance must be struck .. .
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Page 21 text:
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enroll in a trade school or technical institute. The purpose of insti tutions of that nature is not to educate, per se, but to train in a specific field, exclusive of anything unrelated to that specialized area of study. And that is not to frown upon technical institutes, for they perform a valuable service in producing skilled people who may consequently support themselves and their families through honest, meaningful labor. So what is the purpose of a university if not to serve as a sort of hybrid trade school? Simply stated, the purpose of a university is to educate human beings, and here it is important to differentiate between the terms education and training. Training is described in prior paragraphs. Education defies definition in any but a partial fashion. But the difference in concept can be grasped. In the lengthy interviews John Caldwell granted the Technician for a special issue marking his retirement, this subject of broad education versus narrow training came up, and the former chancellor offered food for thought on the matter; excerpts from that conversation follow: There are some things I feel about higher education in general that are applicable here and I wish from time to time that I felt more adequate to deal with them. I wish I could make more impact on it. We ' ve made some move in that direction in the Division of University Studies. It is a creature of some of these feelings that I have. I think university graduates, regardless of the field of interest they ' graduate in, should have much more understanding of the world, the society, than they do and ought to care a little bit more. People bring their own lives to a campus. They have career interests or things they are interested in and we don ' t really . . . there ' s no way in the world to make people be interested in something that they are not interested in. You can put a little salt there, like in the old saying you can feed a horse salt and make him want to drink. Well I am not quite sure how a big diverse campus that offers over 2,000 different courses, has over 75 bachelor ' s degrees and 50 some odd masters degrees and 40 PhD programs and varying degrees of specialization and so forth . . . I never have known how we could achieve this business of having a university graduate coming out of here with a bachelor ' s degree and really having some sort of a feeling about the Far East, the world food problem, really compre- hending a little bit more of the energy problem and not taking a short sighted view of it . . . Feeling some real responsibility for making the democratic process work, being concerned. Well this is a kind of frustration I feel about higher education. I just think that maybe we still have too much specialization . . . no, we don ' t have too much specialization, I believe in specialization, but I believe that right along side that specialization there ought to be more impact of the other fields of knowledge. And I apply this both ways; I think the student of English literature can be as narrow as a student in Nuclear Physics. And I think the ignorance of the typical liberal arts person about science and technology is sometimes more dangerous then the general ignorance, if you want to call it that, or lack of exposure, of so many of the scientists and technologists to the humanistic and social science side. I think we ' re always talking about the liberally educated person as if we wanted to make every engineer a liberally educated person and we talk about that so much that we forget that we have a lot of so called liberal arts graduates who are just unrealistic and far too ignorant of the world of science and technology. They either expect too much of it and sometimes they fear it and sometimes they misjudge it completely far more than the people
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