University of California Berkeley - Blue and Gold Yearbook (Berkeley, CA)

Page 27 text:

•u »?.« «» t ' SSmd SB SStmSS- '

Page 26 text:

SNICKERDOODLES ' ! cup butter, soft 2 eggs 1 ' 2 cups sugar 1 tsp soda 2 ' 4 cups all purpose flour 2 tsp cream of tartar 2 tbsp sugar 2 tsp cinnamon % tsp salt Heat oven to 400°. Mix thoroughly butter, shortening, sugar and eggs. Blend in flour, cream of tartar, soda and salt. Shape dough by rounded teasponnfuls into balls. Mix sugar and cinnamon; roll balls in mixture. Place balls 2 inches apart on ungreased baking sheet. Bake 8 to 10 minutes. Eat. , V v 1. Home-bakes cookies assure in slant popularity among friends and neighbors. 2. The seemingly minute differ ence between powdered sugar and granulated sugar is very important when making frost ing. 3. You cannot stick a wood- en spoon into an operating blender. 4. Do not follow recipes found in Thrasher Magazine. 5. It is not really nec- essary to count the number of times you stir a cake mix. 6. Flour is one of the most pervasive sub- stances known to ceptable substitute for 9. When the directions ; holes in something bake it, they are not 10. If you don ' t knov put cheese on it and nuke it in the microwave. man. 7. The amount of time some- thing takes to cook is directly proportional to how hungry you are. (This is a scientifically ver- ified fact.) 8. Maple syrup is not an ac- Text by JEN! TERNSTROM Uyouts by ANDY DONG 22 PEOPLE • Cooking

Page 28 text:

To Be Or Not to Be P.C. ' incent Sarich, noted in the field of Anthropology as much for his ego as his expertise, has stirred up controversy once again — this time over the political, moral, and technical correctness of his teachings. And he loves the attention. I By Julie Chin -think I ' m effective, interesting, and different. Who can de- scribe anthropology professor Vincent Sarich any better than Vincent Sarich himself? But, by being effective, interesting, and different, Professor Sarich was criticized and even condemned by many students, faculty, and community members. While lecturing to his Anthropology 1 class in early November, Professor Sanch found himself in the middle of an unexpected controversy that started when 75 protesters interrupted and demanded his dismissal on grounds that he was endorsing sexist, racist, and homophobic opinions in his lectures. Sarich was quoted as saying, Heterosexuality is more natural. and Human males have larger brains than human females. These statements generated hostility and opposition in many people, while Sarich maintained that his statements were factually correct. Well, if I say that homosexuality is less natural . . . than heterosexuality, that ' s true . . . It ' s ludicrous to suggest that you could have a genetic predisposition for some- thing which causes you to produce less. That just doesn ' t work. As far as the brain size thing is concerned, males do have bigger brains than do females, on the average. That ' s a fact ... I don ' t claim that males have bigger brains than females. I report it. I don ' t claim that the sun rises in the east. It ' s true. I have yet, I think, to be challenged for something I said that is supposed to be factually untrue, asserts Sarich. For Sarich, the facts do not bother nor do they frighten him. He doesn ' t hesistate to reveal facts, regardless of the controversy that is sure to follow. He states, Facts are not inherently sexist or racist-it ' s what you do with the facts, how you allow the facts to affect you own behavior . . . If one wants to define sexism and racism as believing there are functionally significant differences between sexes and between races, then I plead guilty ... a lot of people feel very strongly that, in a sense, one has the responsibility to present only those facu and points of view which are, in their view, socially desirable or lead to socially desirable effects. It ' s what ' s called ' political correctness. ' In Sarich ' s opinio n, much of the controversy can be attributed to society ' s inability to accept certian truisms, no matter how painful or offensive they may be to the members of the society. It ' s the explanation that often times bothers people ... in general, human behavior is explained in soaal and cultural terms, and to many people, explaining any aspect of human behavior in biologic, evolutionary, or genetic terms is anathema, and that ' s where the hang-up comes in. Literally, it ' s considered evil. ex- plained Sarich. Professors play an important role in the student learning process. It is the professor who attempts to transform an otherwise dull subject into an exciting and thought-provoking one by guiding students through difficult concepts and presenting different perspectives and challenging topics. Of all these tasks, Sarich probably values the last one the most because it is through questions and challenge that an individual learns. If we don ' t want to teach controversial points of view, then why don ' t we just give them the Bible or the Quran? Say, ' Here, it ' s all in here. ' Or, give them the secular equivalent. Give them a non-controversial book . . . they won ' t learn anything from it because it will be boring and irrelevant. What ' s our function except to talk about controversial things? What else are we here for? The only place you have any halfway decent discussion of this material is between myself, my students, and my TAs . . . You don ' t hear any of the so-called protestors or any of my colleagues arguing anything. They just want to censure. There ' s a whole lot of cowardice. People do not want their views challenged. They don ' t want to have an open discussion. What they want is to teach students a catechism, and they want to teach Saint Marx and Saint Durkheim and so forth . . . they don ' t like seeing Darwin or others. As a means of encouraging and emphasizing the importance of dis- cussion, Sarich organized and lead extra voluntary discussion sections for students who wished to delve more deeply into the issues he introduced. He explained. Studenu who are taking the class seriously take advantage of the fact that these conroversial issues are discussed at great length in discussion sections, both the ones that I have and the ones that the TAs have. The agenda is determined by the students. I don ' t come to lecture. I just come there and say, ' Ask me questions. ' Some of the issues we spent