Rider University - Shadow Yearbook (Lawrenceville, NJ)

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j,,,,,g 5,5-A,,..a.:.f5W :ff.ifiii5La1 ' .. , . T - .. we l.1 ':,jm'1.-.-Q by Robert Kernish Instructor in Sociology When you are first brought into jail, you are Qamong other thingsj given a physical examination, asked to fill out a number of forms, and assigned a sleeping space and work area. lt's remarkably like registering for college. In prison, as in college, things are done to the in- mates with relatively little consent or participation by them. And in prison, a culture of resignation develops to adjust the prisoner to his new reality. If there is a uni- versal rule among convicts, it is do your own time, a synthesis of passivity and alienation and brute endurance. What else is there for the convict? Seize hostages and burn the prison? lt's been done, rarely with any lasting success. Prison foreshortens a man's world, and tasks like survival loom so large that there is no room for anything else. In a prison, this is expected. In a college, it is frightening. When bright young people sign themselves into men- tal cellblocks by allowing education to become a matter of being included in the daily headcount, when trying not to attract the attention of the warden and guards is a daily task, then college becomes a four year sentence with summer furloughs. And it's so easy to move from student to prisoner, be- cause the parallels between college and prison are so tempting. Half-understood requirements dictated from above, perhaps the strains of communal living, the rules that appear from nowhere, the demands that ignore your personal priorities . . . and your own personal se- rial number Qbut stencilling it on your shirt is still optionalj. lt's easy to don prisoner's grey in college: perhaps that's why so many do. You've heard them: don't be a 20 ' 'TREK L. 'Zn f 1.9. aafv - ll ........,,..3 Aus..- M... sucker, sit in the back of the room, cram, hook the course, don't make waves, endure, do your own time- it's the same degree. You've seen them snickering at the bright kid in front who has his hand up all the time, or hunched over notebooks recording every profes- sorword as though their paroles depended on it. Did you see their chains? They survive, as prisoners do. Sentences end, often on sunsoaked June days. But the habits of prison are hard to shake: once you've signed yourself into a cell, it's not so easy to get out again. The prisoner endures what is done to him: he must. In prison, it is dangerous folly to dream of shaping one's own life and out of prison, perhaps impossible. When a student has survived his four year exposure to education by snuggling his real self deep down behind a hard shell of boredom and apathy, when does the shell break? Can he engage himself with life if he has systematically denied himself that pleasure-and pain- at school? When do you start living, start shaping your own life? How much can you endure? Real prisoners sometimes escape from real jails, sometimes rebel against simply enduring. But when we jail ourselves, we can be so much more efficient. Think about college: did you encounter your education with activity and concern and even passion? Or did you let it happen to you, making the appropriate responses at the appropriate times? lt's done now, of course, and you get the same sheepskin in the end. You're free now, and out. But listen for a moment: did you hear a steel door clanging shut, off in the distance? SQ

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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

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by Rodney G. Jurist, Asst. Prof of Business Education Looking back into the recorded history of man, we have learned that it took mankind roughly 475,000 years to arrive at the Agricultural Revolution whereby man changed from a nomadic hunter to a cultivator of crops. Approximately 25,000 years later, the Industrial Revo- lution made its presence known, and brought us to the Space Age in only 150 years. Where mankind is go- ing now isn't very certaing but, we can be sure that we're going to get there fast. This technological explosion, coupled with the pheno- menal growth of population, has certainly demonstrated an unprecedented challenge for man to adjust to social change at an alarmingly rapid pace. Needs for adjusting to social change are certainly evi- dent at all levels in the field of education. We are aware that more and more people are staying in school longer and longer, and we see the existence of more job op- portunities than ever beforeg yet, there are many unem- ployed persons who lack the skills to fill these jobs. We see the migration of affluent to the suburbs and the concentration of the poor in the cities. We have become part of integration through legislation in school busing, manpower and economic opportunityg yet we tend to associate the job of remedying these problems to the politician, sociologist, economist, or some other such person outside the field of education. As one looks ahead to the unfamiliar world that is emerging, it appears quite obvious that the vehicle to bring about social change must be the common carrier in which all people ride during their lives-the educa- tional system-particularly the public school system. However, the inability of the public schools to adjust quickly to change is evidenced by the mounting dis- order, disruption and violence that have reached alarm- ing proportions in our schools. lf the public school is going to be able to exist and function as the vehicle for social change, certain revisions in thinking and action must take place. School officials can no longer glance down regimented corridors with closed doors and as- sume that learning is taking place. The educator can no longer turn to page 263 and say, Today we're in the Rain Forest -the same place he's been on that day for the past ten years. The educator of today must open new vistas of learning in order to guide the student's imagination to recognize and cope with anticipated technological advancements. He must teach his stu- dents how to adapt to change, how to become employ- ableg and, how to live peacefully with each other. Q