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Page 24 text:
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‘undecided’ ... the idea of a 'calling' that you feel you must have is an old fashioned idea of a Victorian life, when one chose one thing to do for the rest of his life. you've been called the futureless generation — no past, no future, just an immediate present, but in order to have a future you've got to have a past, this is what various minority groups have discovered — they've got to discover their roots, not only for group identity, but for living. i believe that there is a unity of life and a unity of experience and a unity within man that must be connected up. but i think we must somehow connect up skills with ethics, and morality with intelligence, unless we do. we have dr. strangeloves — we have trained idiots, we must connect the feelings and the mind, the heart and the head inauguration address, great expectations november 1971 i hope that you will continue to see. with a clarity and sense of outrage that sometimes unnerves us who are not as young, those areas of the educational experience in need of reform ... and it is the young who constantly remind us that bad education is more than another cause for concern, more than a reason to form expert task forces and compile reports, for the young, bad education is a crime, and they know because they are the victims. i hope that you will scrutinize your own ideas and actions with as much vigor and candor as you have shown for your analysis of american insitutions and society as a whole, the imagination that gave us. for want of another term, an excit- ing counter-culture, was a young imagination, fresh and orig- inal. but good ideas have a way of attracting less imagina- tive imitators, innovation becomes fashion, the counter- culture is as susceptible as any to this phenomenon, one has constantly to be on guard against faddism ... i hope that the youth culture or counter-culture will continue to change, continue to find fresh areas to explore and will not settle simply for a different set of conventions, a new set of false gods. there is no reason students must come in only four sizes. 18.19.20 and 21. there is good reason to believe that many might be better students if they spent two years doing some- thing else. city hall is where the action is. and the city itself is the focus of all major problems that concern the young — crime, con- gestion. racism, alienation, drugs . . . properly, the univer- sity should be. along with city hall, the command post of all the operations to reclaim, renew, rebuild, revitalize the city, more of our student lawyers should be getting their day-to- day experience as helpers in legal aid and for consumer groups, our student architects working as interns on urban renewal, our learning sociologists accompanying case workers to the homes, there are day care centers that need starting and staffing, illiterates that need to be taught, addicts that need encounter therapy, neglected children who need a friendly voice and hand, the city around us is itself a university without walls. we have a great city; it needs us. we need it. there is much that is good about it, there is much in it that needs critical attention, our students — and we are all students, really — should be considering what might be done about the things that are not right and should be learning from the things that are right, i believe we would be wrong to consider these grounds and these buildings only as our university, i suspect this is a time for tearing through walls, not building them, and i speak as much of walls of the mind as I do of walls of stone and ivy. i think this is a time for moving out of the rooms and fluorescent lights for the more penetrating light outside, and when that is impossible, for bringing that outside light in here for the illumination it can offer us. i think this is a time for preserving what we have that is good and for finding out what we need to make ourselves better.
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Page 23 text:
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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
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