Word: also
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Dates: during 1950-1959
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...marked concern for ethical conduct, character, and duty, there would be no reason to discuss this subject. But these concerns do not in fact manifest themselves consistently either abstractly or in practice; and while they are often excluded because of a real conflict of desired values, their absence can also be ascribed to indolence and to a communal atmosphere which agrees to ignore them...
...college education be defined broadly enough to include things other than merely academic matters. As Raphael Demos, Alford Professor of Natural Religion, Moral Philosophy, and Civil Polity has observed, "The distinction between right and wrong is surely no less important than that between true and false." Professor Demos also points out that, far from being contradictory, the two fields complement one another: "Intellectual achievement is normally not possible without moral character...
...often, these two categories--intellectual achievement and moral character--are divided from one another as if they were not only separate but also mutually exclusive. As students, we are taught to rid ourselves of biases in studying history, and to consider art as above and removed from morality. What is not so often stressed is the necessity, and desirability, of moral judgements in history, or the fact that criticism of a work of art is itself a moral action. The whole academic world is involved with morality, but the distinction between "objective" investigation and "subjective" judgment can at times serve...
...also a mistake to pretend that students are left entirely free from proselytizing and indoctrination in the classroom, but are only presented the issues and allowed to decide for themselves. We are persuaded in many areas: the scientific method is urged upon us, as is logic and rationality; democracy is often preached, and totalitarianism almost universally inveighed against; and in the humanities, standards of taste are handed down in a fashion that sometimes approaches coercion. Outside the classroom, some teachers feel even freer in pontificating on these and related questions, but there is almost no moral guidance or consideration...
...conduct are as much the measure of an education as the quality of the mind. To believe that discrimination on a racial or religious basis is ethically wrong, and then to become a member of a student organization or club which practices such discrimination is not only hypocritical, but also, in tacitly subscribing to the policy, an unethical action...