Rider University - Shadow Yearbook (Lawrenceville, NJ)

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by Dr. James lL Guimond, Assoc. Prof. ofEnglish l think that all three groups-administrators, faculty, students-are divided within themselves on the question of what Rider needs. In general, we all agree that Rider needs to be a better college. But on specific issues we disagree about Rider's needs, because throughout the United States there are two very different ideas about what constitutes a better college. A good many administrators and faculty, and quite a few students, believe that Rider will be better when it be- comes a more prestigious school in essentially traditional academic terms. This group believes that our country's institutions are essentially sound ones which can be im- proved by a more rigorous application of the knowledge and values embodied in conventional academic dis- ciplines. Consequently, they believe that Rider will be im- proved if it has more students with high grade points, more PhD's on the faculty, more scholarly and scientific research-the hallmarks of traditional academic ex- cellence which serve society as it now exists. A second group, made up mostly of students but in- cluding some faculty and administrators, believe that many American institutions, including colleges, are in dire trouble. They fear that racism, the war and the de- struction of the environment are unavoidable con- sequences of our present institutions and the manner in which they operate. They believe that our academic val- ues-insofar as they have perpetuated these in- stitutions-are values to be feared and indicated. They feel that colleges should be places where students are trained, not to absorb and adapt, but to question and criticize. Consequently, they think Rider needs courses, faculty and students who will examine, criticize and even act to change any part of our American Way of Life which is dangerous to life as it exists on our present planet-which is the only one we have so far. Both these groups exist at Rider, as well as on other campuses. They regard each other with increasing indif- ference and contempt. Each believes it understands the other perfectly, and neither seems able to listen to the other with respect or intelligence. There is nevertheless a possibility that each group has something to learn from the other. If so, Rider has yet another need-a need to learn. SQ 18 wfffllrlif , :clggk-T 'VJ W 3:-'ff'io ' A' i,QZl,,:1 - 4' . is 1, s ':' '-: H225- .QE V. . 127'-2. .A . Aigitill. T' zz- T ggi... -V .N ,ga-A--i.,' Bef- - gg-aj,gl,,.:.Jm-5-l. iris? -'U-.',4, lf: Ei ig- 11:,.., A l. 1 1. fl L' Em:-.-ax'.4 lv , . 1 :gil-wx viii. . .mr Q ll f K .-Z- mfgfi i iii! pic-I. as sz ,.-L.,'1..,l5,,y3l'... V .rife . -ffrfzfle: s .. f. .de- : Q- l?':,gil':ivli u. sv- 2 ll--4, ,gl - .. ,A .:.V,, , . -mfgni 1- , . fx if l'?fs,v'1'1 ' . .-.1'v1:, .3 W S,-,A

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B JW mg ,av-1 by Dr Carroll C Pratt, Prof of Psychology The credibility gap that we hear so much about today with respect to political and social proclamatlons has much in common with one of the central dogmas of Freu- dian psychology about individual behavior Both are thought of as deliberately or unconsciously concealing or distorting what goes on behind the scenes or below the surface The psychoanalytic practice of assuming that what a patient says does not reveal what is really troubling him as been carried over into everyday life with the result that we frequently ask ourselves Now what did he really mean by what hejust said? There has always been a discrepancy between political pronouncements and the truth of the matter whatever that may be' but in recent years it has increased so much that credibility gap has become part of our national 5- vocabulary. Education has tended to reinforce skepti- cism, for we like to think we have taught our students the strategy and virtue of scholarly and scientific attitudes. ' assailable Don't believe anything until the evidence is un . There are indications that the pendulum is swinging in the other direction, or rather, in many quarters there is hope that such is the case. It is too bad to go through life wearing a question mark, for trust is so much more pleasant than distrust. Freud was a needle-witted genius, but he was by no means always infallible. And when our young people gain influence in the body politic, they may be able to persuade their political leaders to tell it like it really is. lf any of our seniors read these words some years from now, let them note whether the words are pro phesy or foolish optimism. ' 17 N9

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by William R. Bogdan, lnstr. in Marketing What is the role of the instructor? Let us begin with the proposition and assumption that education is a learning process, instilling among other things, basic attributes and ideals to be used during the student's lifetime, and that it is the role of the instructor h l the student achieve this education. If this holds to e p true, then the instructor's task is to prepare the student for the future. To some, defining the instructor's role can only be ac- complished through hindsight. Therefore, perhaps the best definition is one which incorporates a state of dy- namic equilibrium, which has at its base a particular phi- losophy of education. However, let us talk for a moment of another force which shapes the instructor's role-that is, the institution itself. The institution defines the work atmosphere by en- couraging and contributing to the instructor's teaching, . . . . .d research and community involvement, inside and outs: e the institution. The good institution gives the appropriate blend of emphasis and assistance in each of these areas, thereby creating a harmonious work atmosphere. Thus the institution sets the parameters within which the in- structor must perform. This brings us back to dealing with a philosophy of education. It is this philosophy that can be, or is the foundation for all else, and which to be effective, must be shared by the instructor and the institution. A formal edu- cation is like an obstacle course. lt consists of a series of hurdles which the student must jump and has the degree its end As I see it there are two conditions necessary as . , for achievement of the degree: 13 motivation, and 29 aid, assistance and an occasional kick in the pants. Now, what should be the instructor's role, or re-stated, th tu- what educational philosophy will best prepare e s dent for the future? The instructor must provide the aid and assistance. The student must find within himself the motivation to jump the hurdles. ag ...gif-.'j, aff 'f fl ' a Q .. .-.,f-iv'5'7ff