University of Cincinnati - Cincinnatian Yearbook (Cincinnati, OH)

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 psychology today february, 1970 the next four pages i cannot exaggerate the value of student protest... it has helped us to make changes that otherwise simply would not have been accepted . . . student pressure for participation in relevant education gave us opportunities that you get only once in a lifetime. what we now require are smaller units, with a sharply focused distinctive competence: a rockefeller university for advanced research in the sciences, an antioch college for social relevance, a university of Wisconsin at green bay with a curriculum based on environmental sciences, a degree- granting woodstock festival for those searching for a com- munal psychedelic nest, and so on. i feel we need desper- ately. not department stores but boutiques. what appears is a panorama that goes in and out of focus as it is transmitted through the mass media and is expressed through the new. less-familiar media — the strikes, injunctions, disruptions, bombings, seizures, sit-ins, and the grotesque heart attacks of the old and the heartaches of the young. we are all damned, encumbered and burdened, as well as charmed, exhilarated and fascinated by the curse of an important age. it strikes me as terribly necessary that men and women, whether they are students or executives, recognize their moral, ethical and emotional involvement in human institu- tions. the alternative is to create a population who simply do what they’re told, who concern themselves only with efficiency — a society of petit eichmanns. to remain human, we have to learn to develop intense and deep human relationships quickly — and learn to let go. in other words, learning quickly how to love, to get love and to are excerpts from articles

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to a man with an empty stomach food is god

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summer. 1971 lose love, we must learn how to enter groups and leave them, knowing what roles are satisfying to us and how to attain them, we must learn how to widen the repertory of feelings and roles available, how to cope with ambiguity induced by change, to maintain a sense of uniqueness — rather than becoming an interchangeable part — we not only have to learn to cope with and understand this world but also attempt to change it. somehow with all the mobility, chronic churning and unconnectedness around us. it will become more and more important to develop some permanent or abiding commitment, it will be more and more essential that we focus commitment upon a person, an institution or an idea, this means that, as general commitments become diffuse or modified, a greater fidelity to something or someone will be necessary to make us more fully human. i believe that our educational system can help us develop a willingness to participate in social evolution while recognizing implacable forces, to increase our tolerance of uncertainty without losing our intellectual mastery, to collab- orate without fear of losing our individuality, to identify with the adaptive process without fear of losing our identity. in a highly technical, mobile society, the only possible advice to the student is: 'get ready for anything.' if our students get ready for something, it will not be there when they look for it. the way to get ready for anything is to de- velop intellectual power, this will help our students and fac- ulty to face new situations, to solve new problems, it is the only possible aim of education. candid campus december. 1971 our two-year colleges are moving, as have commerce and industry before them, to the environs of the city as well as into its inner heart; people are everywhere, and a university ought to be where the people are. environmentlplannmg and design every social system contains the forces for movement and the forces for conservatism — in the best sense of that word, and that is to conserve the best and to move with some of the things one ought to move with, the point is, there are always conservative and progressive forces within every in- stitution. one or the other of these two sides quite often tries to blot out the other, which is about as successful as blotting out one's ambivalence. what is it that creates within people an identification with the adaptive process? what is it that creates a man who has a high tolerance for ambiguity? what is it that makes people throughout their lives learning men and women? i wish i knew, you can see it. and you can feel it — the people who are learning as they go along, but i wish i knew what the per- sonality aspects were, what the educational components were, what the developmental process was. what the family background was. i don't think we know. freshmen convocation September. 1971 . . . we share uncertainty, apprehension, eagerness, excite- ment. and great wonderment ... . . . we are entering a stage in 1971 where universities no longer, in order to be great, have to. or even should, copy the great charismatic models that we have been copying for so many years — harvard, yale. mit — i don't want us to be a copy of anything ... we have to roll our own'... and that's more challenging and interesting. beware of the plague of premature specialization, don't be ashamed of. or don't feel guilty about, the category and speeches of president bennis