Rockford College - Recensio / Cupola Yearbook (Rockford, IL)

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ADMINISTRATIO WILLIAM BAKER, Ph.D. LOUIS S. GIBB, M.A Deon Vice President 6 -1

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WHATI EDLICATIO ? Chancellor Kimpton of the University of Chicago once stated that the over-riding purpose of the university is to extend the limits of man's knowledge, a worthy goal and one ap- propriate to a university. However, the central purpose of Rockford College is some- thing quite different. Our realm of research is the educational process itself. Our mission is to develop an increasingly more creative and more meaningful educational experience for the people we serve. If we are successful, Rockford students will come to understand that education is not the mere process of completing assignments, courses and degrees. These formalities facilitate the widening of horizons, but they are only the shadow of an education, the substance is the voluntary confrontation of something new, and a personal reaction to that encounter. Furthermore, genuine education cannot take place in a hothouse shielded from the pres- sures of the time. Education is sterile unless it is applicable to the present human context. The amount of knowledge a student embraces is not the critical measure of his success in our view, but rather how he evaluates what he knows iand thereby develops a per- sonal philosophyi and how his knowledge affects his performance in the tasks of human living. Toward this end, preachment, we believe, is next to futile, only example can convey the message. And here is where Rockford College differs from many of its counterparts. The traditional role of collegiate institutions is to seek to be wholly neutral on all ques- tions of controversy, hoping thus to encourage members of the academic community to reach their own conclusions. It is our contention that an institution which dodges the public issues that pertain to its own operation is misguided, and that its public neu- trality, rather than contributing to the development of individual convictions on the part of its constituency, instead, by its own example, contributes to their intellectual dis- honesty or inaction. Far better for the College to weight such questions as deeply and as obiectively as possible and take a firm institutional position according to principle and then fight for its beliefs, while welcoming dissent, than to keep silent or to run with the herd. The kind of education here envisioned also makes extra-ordinary demands upon the faculty. They, too, teach as much by example as by precept and contribute countless hours to educational proiects that transcend their classroom responsibilities. Only those deeply imbued with a sense of human service, who are genuinely rewarded by the development of their students, will stay with this mission. You, the students, will prove in your lives how well or how ill we have conceived and carried out this philosophy of education. JOHN A. HOWARD Ph.D. President 5

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JOHN HECKINGER, MA. STANLEY J. GROSS, Pl1.D. CURTIS H. MOORE, Ed.D. MARY C. DIVINA, M.A. Business Manager Dean of Students Deon of Evening College ASSOC. Deon Of Siudenfs R 7