Wilson College - Conococheague Yearbook (Chambersburg, PA)

Page 32 text:

Helen-Lee Jones, Assistant Professor of Fine Arts Josephine Harris: Student involvement! Certainly, and not only students but all of us. The questions are-what kind of involvement and for what pur- pose? The answers are many and varied, and each individual has to make his own decision. But involve- ment that is constructive, creative, and positive, whatever the specific project, will be of lasting value not only to the person himself, but also to others. 28 Harry M. Buck, Professor of Religion Studies Josephine M. Harris, Professor of Fine Arts

Page 31 text:

.1- Richard T. Ezell, Instructor in English Van Voorhees Lloyd: Psychologists have long known that, if a student is to learn, he must become actively involved in the learning process. He must act before the consequences of his behavior can have any effect on what he will do subsequently. While the teacher may structure the situation so as to induce the student to respond in a given way, it is better if the student takes the initiative with a minimum of prompting. As Comenius, the Czech educator, pointed out several centuries ago, i'The more the teacher teaches, the less the student learns. Richard Ezell: As my somewhat Victorian friend Trueheart used to say: True involvement, like true love, is a gift neither given to all nor obedient to human wishes. Like love, involvement finds worthy or unworthy objects, comes at seasonable or un- seasonable times, leaves one fulfilled or frustrated. And like love, involvement may be talked about endlessly, with all the talk coming finally to nothing. Helen A. Nutting, Professor of History Van Voorhees Lloyd, Professor of Psychology

Page 33 text:

Edward E. Anderson: Involvement in any kind of activity may be intellectual, emotional, or behavioral or some combination of these. Involvement may primarily benefit the individual in terms of his own enjoyment or development or it may primarily bene- fit a group or groups, or do both. I believe involve- ment that involves more of these aspects or ele- ments is probably most satisfactory, but any involve- ment seems to me to be much better than apa- thy. I am for it. Edward E. Anderson, Professor of Psychology Allan Judson: Student activism, like other forms of human behavior, has been subject to change, though not necessarily without notice. To say this may not be profound, but it may help to set current expressions of student concern in perspective. There have been timeseduring the 1930's, for in- stance-when college and university students have similarly been aroused to a deep sense of concern about their contemporary society. On the other hand, it has not been many years-a dozen or so- since the rather widespread complaint was that students, on the whole, were complacent, unwilling to become involved in anything that mattered, but more than willing to indulge in campus frivolities. One can only wonder whether the times have so changed as to make current student activism a phenomenon that will be around for years to come. 29