William Jewell College - Tatler Yearbook (Liberty, MO)

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fi I v ff , W ff l dr? Ma. EARL R. WHALEY' Axsocirzfr P1'0fl'A'.f0I' of Sociology jfjffzizzg Axxjslrzzif Professor eparfmeizfs of ,IM DR. WALLACE TDENTON of Psychology DRA BRUCE THOMSON I O Da. Iosarfrl H. Gail-'H'rHs he Dc'p:1rZmc11t una' Hem' of fhc Department and 0 0 y H0111 Of 1 I 4 lPI'0jlF.Y.T01' of Sociology 0 q P'4Uff'-UU of Pwchology Sociology is the scientific study of human rela- tions. Like the other social sciences, sociology differs from the physical sciences in that it must reckon with the meanings which objects, people, and relationships have for the units under study - men in social relationships. Also unlike the physical sciences, sociology must consider men's wills and the purposes they pursue. Its subject matter is the behavior of individuals and groups of individuals, and its purpose is the development of social theory which is useful in prediction of social behavior and in understanding why social life changes over the years. The application of sociological principles may be seen in many of the social institutions of the community. As much as possible, the students are encouraged to participate in some of these activities. Field trips are arranged, when possible, to provide an introducton to these applied aspects of soci- ology. The students are required to participate in ongoing projects designed to collect data and teach the methods of social research, and are encouraged, and whenever possible, assisted in attending pro- fessional meetings. 20 . . LEADERSHIP The aim of teaching in psychology is, in a nutshell, the inculcation in the students of a critical, objective attitude towards the study of human behavior. To achieve this aim, the instructors employ the scientific methodology in so far as it is applicable to the special problems of the held. This is, writes Dr. H. Griffiths, no mean task for two reasons: Qij the students for the most part come to the study of psychology with an im- pediment of a mass of misconceptions regarding the nature of human nature which reflect uncriti- cally accepted viewpoints and which the student is often loathe to review because of emotional im- plicationsg Q25 the student himself is the subject matter of the Held of investigation. The teacher of psychology, especially in a small liberal arts college, has to be more than just a classroom guide to learning, he is necessarily involved in counseling procedures and must feel obligated to help the individual stutent who manifests emotional dis- turbance to attain a more mature and objective attitude towards himself as well as towards his fellowsf? A. .ff Y H1 r Phy mee mat layn coui the r roor Mar supj bud, equi r- have Hilti' amo Stall um

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I ,tion ring gular :om- -luca- 'view nter. lents om- ' easg lults, uine por- fran, art ls as with Pins 'nife, Dia. DAX'ID O. Mooitii Mit. W. MURRAY HUNT. In. Associate Professor of Religion Professor of Plzilosoplzy T epcirfmezzfs of DR. HUBER1' I. HES1'ER je I I J r! DR. ROBERT S. TROTTER Head of the Department and X Head of lfze Depuriment ami Professor of Religion 6 L y Professor of Philosophy The aims of the Religion Department are several in nature. It intends to impart to the student an understanding of the historical fact of Christianity. Further the department aids the student in interpreting the facts and ideas of the Christian faith. Finally, the department aims at giving the student a foundation for further pro- fessional study in theological and divinity schools. Each semester the Department of Religion enrolls an average of 4oo students. About 1oo of these are taking elective advanced courses. The department has contributed towards realizing a life of service in the ministry, in missions, in Christian education, and other vocational areas. The goals for this department may be briefly stated as striving to achieve smaller classes in the required religion courses. A third professor, Dr. Barclay Newman, has been employed by the college which should help us to accomplish this goal. Further, it is a goal of the department to acquire and use more and better visual devices as an aid to teaching. Upgrading the holdings in religious books in the library is before us. The department hopes to make a worthy contribution to the develop- ment of education. The philosophy classes are occasions for lively personal encounter with those thinkers who, whether they be professional philosophers or not, illuminate in any significant way the inescapable questions concerning the meaning and purpose of human existence. Continuous efforts are made to adapt texts, procedures, and tests to provide a natural and creative communion of mind un- hindered by needles technicalities and artificialities. Consequently, persons preparing for a wide variety of careers find the courses valuable in unstiffening their minds, enlarging their horizons, enhancing their sensibilities and developing their capacity for independent judgment. To implement these objectives, the Philosophy Department usually confronts the students with the great thinkers through their own works. In this way the students are forced to come to grips with a variety of standpoints in their most attractive and effective form. They are also more likely to enter into dialogue both with these great minds and with the students and instructors in the classes. Thus, students develop skill in independent and creative thinking. LEADERSHIP . .

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r f f , , xL,, .4 O . f. wg FQ? .zjgqf ...-f it J Mk., ...ta .1 , urs-lg, .Z LZ?-f' ua-- br'-4 gaxfiig' 3 if W- ,, .c,.nMv' .l'f 'I'f5-'I 'f?X1.+'f4 fs 'IS :md I in a tical, man ctors it is 3. nean most 1 im- 'ding criti- :nt is im- bject er of llege, le to eling 1 the dis- :ctive s his A MR. I. E. DIXON l MR. ROGER CRAWFORD MR. D. VERN LAFRENZ IDR. ELMAN MORRO-.v Afszslzznl Professor of Physzcs Ayxocmtc Pl'0jll'A'5'0l' of Phyxzcx Axxoczlzlc Profcrxoz' of Mfzlhenzatiav P1'Ofl'A'5Ol' of .IluI!1m1a.'ic.c eparfmenis of y DR. WALLACE A. HILTON f , ' I MR. LEE ORAN IONEs Ham' of lhc Depuitnzebni and Il Head 015-lfir Defu11'tn1cnl'z1izd Pwfcfsoi of Physzci Professor of Mulhfnmlzcs The aim of the E. S. Pillsbury Department of Physics is to present a program of studies that will meet the needs of the physicist, the chemist, the mathematician, the engineer, the doctor and the layman. This varies from a three semester hour course for the layman to four years of physics for the future physicist. The Physics Department occupies eighteen rooms including 7600 square feet of floor space in Marston Hall. Physics equipment and laboratory supplies are valued at about 39O,oOo. An adequate budget makes it possible to purchase needed new equipment each year. The graduates of the Department of Physics have a record of achievement that has received national recognition. William Iewell ranks 18th among colleges and universities in the United States in percent of its physics graduates in Ameri- can Men of Science. The Department of Mathematics has two basic purposes. The first is to provide those courses in mathematics which are considered a part of liberal arts training. In addition to the purely liberal arts courses, the department offers courses Or topics within courses of training which will be of service to the science and professional student. Among the changes in curriculum, 1958-tooo, is a speed-up course in Hrst year mathematics entitled Calculus with Analytical Geometryy' and a course in 'IAbstract Algebra for advanced SILI- dents. A student who comes to VVilliam Iewell College with a very strong background in mathematics can build on his good foundation with twenty- eight semester hours of mathematics and qualify for a major. The student with a good background of high school mathematics can do the work for a major in thirty-two semester hours. LEADERSHIP . .