University of Nevada Las Vegas - Epilogue Yearbook (Las Vegas, NV)

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ducafion I feel that we are making adjustments probably etter than any other segment of the areas in which eople are involved. We are making intensive udies, developing programs, we have changed ethods of teaching, and we have changed meth- ds of administrators. You see, I have served 28 are in public schools as principal, superintendent nd in administrative work before coming to the Uni- rsity. So I have seen all the changes. After 46 years in the field, I wonder how many eople l have helped, how many I have affected ad- ersely e hoping none. The only thing a person an rely on or think about and absolve their con- ience, or whatever it is, is when you get up every orning you say two things to yourself. You remind urself the entire day: Am I sincere in my work, do really want to be of help? The second one is uBe pened minded and remember that my idea may not ways be right, that there are two sides to the story, nd am I willing to listen to the other side, I'm not oing to be stubborn. Yes I do this over and over gain. I've had a good life. Oh, I never made a lot of oney, but I personally had a good life. I just hope I ave it to others. at Geuder, English I'm involved this semester in what is called A-X, which is an ex- perimental program. It is my hope that through the experimental program, which incidentally uses no text at all, the students will be able to write and come out of it with not only the feeling that they've done all right, but with the-confidence that they are doing well and with the ability to demonstrate that they can. I don't think one should teach prescriptive, you know e just say Do it. One should have the understanding that lies behind it, so that when he does something he knows why hels doing it. He is confident in what he's doing and he is accurate in what he's doing. I think traditionally, the image of the teacher carried with it al- most inherent restraints but I think that the barriers, the restraints are being broken down rather gradually. And I think there is an in- creasing emphasis on the human aspect as opposed to the purely academic side. I think the professor should be aware of the indi- vidual goals and purposes of students. And I think that he should be able to take all of these, arrange them tmentally at least, it not on papery, and say, IIAII of these things seem to have this area in common and all students perhaps, need to work with and know about this area. But because each of them is an individual I should structure, I should permit, I should be able to get from them those things that emanate from the common body to the personal body so that each person can come out of it with a common core of un- clerstanding. 59

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58 M. A. Finocchiaro, Philosoph y um... m nw- . m. Herbert Derfelf, I would say that in my teaching I try to help m students to acquire a critical understanding of th. worId in which they find themselves. I began studying physics. I had gone to MIT t- become a theoretical physicist, but during th- first year of my studies there. I found myself ask ing certain questions about physics, its aims, an its methods. Most of my science studies wer- concerned with physics. most of my humanitie studies were concerned with philosophy. Origi naIIy, I became interested in philosophy in an at tempt to solve some of my religious problems Philosophy helped me to deal with the status 0 religion and the question of whether or not Go exists.

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Erik Gronborg, Ar 4'03 : r meiw' t ' a 3. - i0 ? f t, , ; 1 g tng u v '-h If we look at the world around us, the primary evidence of most cultures - civilizations in the past has been in the works of art. and I find that the sa could be true today. Unfortunately artists are given a very secondary role in o society; however, I believe that if our artists were given the proper opportuni they could to a verygreat extent help improve our condition. It we generally had a greater response to our visual environment, as only a can teach it, we would not be satisfied with our present world. We can see fro the great examples of the past, such as Italian Renaissance cities, the who concept of how they looked at their city as compared to the way we look at 0 cities. Everyone demands that his place is unique, and what happens to the stre does not matter.