University of San Francisco - USF Don Yearbook (San Francisco, CA)

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To prevent this separation of principles from practice, the University mufct awaken its students to their primary responsibilities. As Catholics, these individuals are men of the world who must be prepared for the world. The University cannot attempt to establish a detached intellectual atmosphere in which the student is protected from the harsh realities of the world society, for by affording such over-protection, the University hinders the student from becoming a port of the world. The student is not instilled with a feeling that he is a vital member of society, and as such has an obligation to contribute to it. It is the University's right und duty to provide an atmosphere for maturation, not reclusion. No one can realize his full potential while living a life of isolation from his fellow man. In this regard, the University should seek not to lead, but to draw forth: not to indoctrinate, but to enlighten. Today's pluralistic society will present the student with a multitude of confused, conflicting and incoherent ideas and beliefs. He must of necessity keep all these things which he encounters—the material and the spiritual, the actions and the ideas—in their proper perspective and relationship to one another. Unless he can develop the faculty to moke the often difficult distinction between right and wrong, between truth and falsehood, he will be swullowed up in the complexity and impersonality of the modern world. An unrealistic outlook leads to rejection of or rejection by the world, giving rise to social and mental chaos. Thus it is the primary responsibility of the University to provide on atmosphere in which students can develop a total awareness of his role in society. Each faculty member must give of his own ideas in such a way as to provoke thought and discussion on the part of his students. To accomplish this, he must not be a mere reference work, but give of his whole self. By total involvement in and out of his classes he should stimulate among his students meaningful discussions. These discussions will give rise to valid ideas and objections, which should then be presented to and met by the instructor in a student-teacher dialogue. Only by inaugurating such an approach can the University faculty convey to the students the full value of their knowledge and experience. However, the faculty member must take care not to dictate. Ideally, he should present concepts and tenets for thorough consideration. If an idea or philosophy is valid and worth heeding, it will survive and dominate. Anything which is not of worth will be ignored. In a true academic atmosphere. an idea will be retained to extent of its value. 5

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The Purpose of the University The University is essentially a conventional human society. Each member of such a society has. as a human being, distinct capacities, goals and needs. Io fulfill his potentialities he must venture beyond himself into meaningful relationships with the other members of his society. No one is self-sustaining; everyone benefits from and contributes to his fellow men. The University, like the human beings which comprise it. is a living dynamic, reflective organism. In no way can it be static. Its vitality must be channelled toward the development of those inter-relationships which structure and fulfill its purpose. To realize the essence of these proper relationships the University is exercising its reflective capacities and undergoing a thorough self-analysis. Primarily, our University must be aware that its is a Catholic University. And yet, it must determine whether it is really Catholic in anything other than name. A University is not Catholic because the shadow of a Church steeple is cast across its campus. It is not Catholic because it requires Theology or because its students are free to search for truth on every level. These external signs no more determine internal principles than the decor of a classroom determines the quality of instruction within it. Rather, a University is truly Catholic when the principles governing it constitute approaches and perspectives which cannot be found in other universities. The principles must be communicated through the theory and the example of those who have already arrived at a commitment to them. If these principles arc not operative, then the University is not Catholic and no amount of rationalization will make it so. 4

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To be able to recognize the value of ideas, the mature student must take an active part in developing his human faculties. He must rise above the modem tendency toward self-security and passivity. Unless he suppresses the self-centered spirit which inhibits his involvement in anything but his own world. the student will condemn himself to exile from society, unable to develop his human potentialities. Essentially this development demands commitment to conscience. The individual must honestly arrive at his own beliefs, giving due consideration to all facets and viewpoints. Only by doing so will he be able to fully identify himself with those ideas in his everyday life. But beyond this internal commitment to self, the individual must make a positive commitment to his society. For the world in which he lives belongs to and exists for him. He cannot withdraw from the world around him. but must recognize the unique contribution which he has to make to it. Society, like the human beings which comprise it. has distinct capacities, goals, and needs. These ran only be fulfilled by the self contributions of each of its members. The University itself is a member of a still larger society. As such. it. too. has definite commitments and responsibilities demanded by its relationship to this society. Just as the University stimulates and contributes to the development of its members, so also should it extend this stimulation and contribution to the larger body of which it is a memlwr. It should do so by commiting itself as a whole, and by graduating mature, competent members of society.