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Page 5 text:
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Page l2 I8 22 28 A New Dean, New Faces in Admissions, and much more . in currenf evenfs. An lnfervlew by Theo OHe wifh Direcfor 07C Admissions af Soufhwesfem. A Look af fhe Debafable Subfecf of Forensics. FoofbaN, BaskefbaH, Soccer, and Cross Counfry. . . Check ouf sporfs af Soufhwesfem. Whaf's Cooking? Linda Ballard looks info subfecf. ABRAXAS Volume 1, Number3 January, 1973 ........................... Bill H. Siephens current events editor ......................................... Tom Wheeler ............................ Susan McGuire ........................ Rbdney Johannsen ................... Alan Bruches, Jim Banks, advisor ....................... features editor ................ sports editor ................... contributing staff ............... Aliegre, Debbie Powell. Tom Worstell Becky Davis, Doug Hunter, Willa Jones, Susan Somers, Jana Boylan, Theo Otte, Pete
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Page 6 text:
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The Parkhurst Lectures this year will be February 12-14. For those of you who are ignorant of the Parkhurst Leo- tures, they are a series of lecturesrseminars conducted by a special speaker. The lectures usually have some religious emphasis, although for the past iew years they have dealt more with ethical social concerns than any kind of Bible study per se. Those of you who are acquainted with me at all know that l very rarely laud or applaud anything about the instituh tional Church 2 in particular the United Methodist Church with which I am the most familiar I hope, then, that this unusual lauding and applauding will influence you to attend the Parkhurst Lectures to hear and talk with Dr, Wil- liam A. Holmes, He is, in my opinion, one of those individu- als who can not only make the past relevant for the young- hearted but can wake up the old-hearted to the needs of the present, My initial encounter with Rev. Holmes was in the 8th grade when he came to be the pastor at my home church in Denton, Texas, where he served tor three years. During that time he caused quite a Change. Several people lelt our Church because he did not preach a literal interpretation of lithe virgin birth or Jonah St the Whale but instead rela- ted their meanings and messages to the human problems of the present. However, many more people stayed and grew and became involved, sensitive human beings; we risked a lot and accomplished a lot. Now, Bill Holmes is the minister at the University United Methodist Church ion the University of Texas campust in Austin. He and his fantastic family still keep in touch with many tamilies in Denton, one 01 whom is my own. All four of them are involved in ridding Texas ot crooked politics, in desegregating Austin schools, and uncountable other pro- ieots They have been on the cutting edge of many new concepts and work hard to remain so by being aware of and involved in national, state-wide, local and Church altairs. l personally have never known a man so knowledgable and articulate at the same time - one who interacts well not only with individuals but with communities oi all kinds. As tar as I am concerned, our world needs more people like him. It is for this reason that I urge all members of the SC community to welcome Bill Holmes to campus and to give ourselves the exerting and enlightening experience of being involved in the 1973 Parkhurst Lectures, esm C k 2,43 LASOM $$$fo C ex 7 RT 2?? Knowing When To Leave The value of education comes under much questioning during the course of a college career. One comes to col- lege with the high expectations of consuming vast quanti- ties of Intellectual material, only to find that the more you think you know, the more you realize that you really dont know anything. You come to question the value of a sys- tem that must objectively test on ever increasing amounts of trivia in order to weed out all those but the most studi- oust Are they really more studious you ask, or are they simply able to retain very minor points and facts? You find yourself working long hours on papers that are not graded on what you have learned in fulfillment of the requirements of that paper but rather on the mechanics of the paper itselti You come to realize that in order to keep grades on the proper curve teachers come to detine students in terms of letter grades. No matter what kind of work you hand in you receive your stereotyped grade. Finally you come to understand that no marks can be given for what you have learned, that experience can not be objectively graded by a teacher. This somewhat somber discovery is reacted to in many different ways. Some students choose to obliterate their findings in taking on loads of heavier course work, others forget classes and concentrate on some field of speciality, others hide in social activities while others simply drop out. Last year the former Editor of the defunct Collegian faced this situation and decided upon the last alternative. He discussed his reasons tor leaving in the January 28, 1972 issue of the Collegian. Unfortunately this issue did not get in the hands of many of the students. With regards to Michael Toddy, the author or the edito- rial, and with the intent of letting it be known that this piece best conveys the trials of those seeking truem knowledge, we present HGoodbye Columbus? Hlt apparently is common knowledge that llm leaving school at the end of this month. This is mainly due to the extreme dissatisfaction with what the college has to other i think that this dissatisfaction is not unique and there is some virtue in describing it. I also believe that this ieeling is due to the quality of the school system and not merely a personal idiosyncracy. Few will disagree that the primary goal for college stu- dents is getting a degree, And few will deny that, in itself, the degree is unimportant; only what it can buy't is important Most students do not graduate for the BA, they graduate for the job or the key to grad school it can bring, However, the degree and all its paraphernalia such as grades, are external to the educational process. Yet it becomes so important that the degree becomes the product of four years of college, instead of the knowledge the degree was supposed to represent. This naturally diminishes the value of the education itself. I've heard a lot of reasons why school is valuable, and not one stresses actually learning anythingt One friend told me that ii I could stand four years of meaningless work in school, it would prove to an employer that I could tolerate any work he'd give me. The sad part here is that there are worthwhile things to learn in college But the emphasis is on degrees and grades and not on education. Only a trickle of students and teachers believe that the quality of learning and grades have any relation. How would you grade a trip to the Grand Canyon? Multiple Choice? The Grand Canyon was a spectacular place: True or False, Would you give an advertizing student a Cl and Picasso an Al? Grades and degrees don't help learning, they only give the society a means of structur- ing people 2 one is or is not a college graduate, one is or is not a PhD. it's much more efficient than bothering with individuals. This degree-mill sort of training is only accidentally help- ful in educating people. Usually, it's harmful. It can instill apathy, or take up so much time that there's none left to learn what one wishes. This is what the demands for relevance were about, not just studying ecology and talking about Vietnam in Class. lt was a demand to return the student to the center of the learning process tsuch as the guru-pupil relationship of the Hindusj, instead of a robot programming center where one is trained to punch computer cards or lecture on the Holy Roman Empire, V W V wmb
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