Princeton University - Bric A Brac Yearbook (Princeton, NJ)

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Professor R. D. Challfiier. Department at Hisforv SOCIAL SCIENCES By Richard Delo Challener, Ph.D. Assi. ' ilant Professor of History The social sciences, one of the three basic divisions ol the university curriculum, have as their purpose the studv o{ [he economic, political, and social aspects of human liehavior. Although individual social scientists concern themselves with a wide range of subjects and employ highly divergent methods — the political scientist in- terested in power relationships, the economist studying problems of production, exchange, and distribution, the historian concerned with the question of change over time — all would agree that they share a common interest in the studv of contemporary society and its historical back- ground. The true social science approach is two-dimen- sional: not only a concern for the broad expanse of the ]jresent-da world but also an attempt to put that world in perspective through an appreciation of what is remote ill time. It follows closely from that there is no sharp line of demarcation between the social sciences and the human- ities. The humanist, to be sure, is perhaps more con- cerned with the unique, and the social scientist is more interested in the [prediction and control of human activitv. But at the same time all of the humanistic and Professors J. R. Strayer. Chairman. J. P. Boyd. Department ol History Professors E. A. Belter. M. IhiV. L,-.-. W. F. Craven. R. R. Palmer. Deparl- ment oj History 22

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Professors G. E. Duckworth, J. V. A. Fine, P. R. Coleman- Norton, R. F. Golieen, Department of (Classics tions? Finally, and in 1954-55 these are practical quest- ions, shall we put the nation s stakes mainly on develop- ing sources of nuclear and economic strength, and com- mit ourselves also with the means of dealing intelligently and responsiblv with aspirations and attitudes of other peoples whose patterns of thought differ from those nearest to us in time and place? The answers the human- ities must offer to each of these sets of questions are the difficult answers. They are not therefore the less practi- cal, if. as is right, practicality is measured in terms of of the end. This is the real issue: what is education to he practical for. what is the objective? Humanistic studies exhibit all man ' s many limitations: withal, they hold up as the goal for striving a vital, con- scious existence accordant with the highest aspirations of the human spirit. Justice, courage, self-control: truth, beauty, creativity, freedom; love as mutual understand- ing and as mutual responsibility: education which as- pires to a realization of lesser qualities is that which has curbed its practical potential. Princeton aims higher and with lontt-ranged sense of ijraclicalitN . Professors E. SjoqvisI, W. F. .Stohliiiun. Ucparlmcnl oj Art and Archaeology; Professor F. F, A. Coinstock, School of Architecture 21

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social science discipline? have as their ohject the por- tra al of man as a wliole heing. of man as an intellectuah cultural and social animal. Recognition of tliis fact that the social sciences and the humanities share common pur- poses is fundamental tn the idea of a Princeton education — the student who majors in one of the social science areas readih comes to understand that his education is incomplete if he ik)es not elect courses in the humanistic department.-. Also hasic to the Princeton idea is the helief that the student should have the opportunity to discover that his own special field of knowledge is related to other fields. As the late Professor Donald Stauffer wrote, he should have the chance to make the exciting discovery that all knowledge is related. The endeavor to fit all the parts of a course of study into a coherent whole is equally as im- portant as specialization within any given area. In the social sciences the Woodrow Wilson School, the first of a number of joint enterprises carried out by several depart- ments, offers an interdisciplinary approach to problems of public affairs which is designed to organize the pro- gram of upperclass vears into such a related pattern. There is also at Princeton a long tradition of public service, arising out of the conviction that the goal of education is not simpU the self-impro ement of the student. In Woodrow Wilsons words. We are not put into this world to sit still and know: we are put here to act. The social sciences, therefore, aim at giving the student the knowledge with which he can make his own appraisal of the great public issues of the da and thus become an active and not a passive citizen. And by virtue of their close concern with the larger questions of public Profes-,,,- K. II. Hariiivi.!! DepartmenI oj History I ' rofi --(iTi . .S. Carpenter. G. A. (iraham. Chairman. H. 1,. (!liil(ls. Department oj Politics Professors . El)enslein. A. T. MaM ' ii. Department of Politics. 23