Word: conflicted
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Dates: during 1920-1929
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Equally suggestive is the recommendation of the committee of the Council in the matter of instruction in philosophy. It is proposed that the philosophy course shall quite directly envisage the "current conflict between religion and science" not, apparently, in a matter which assumes to settle the question ex-cathedra, but in a way to present the vital elements of the subject. The report says: "The course should present the philosophy of Plato, that of Aristotle, of the Stoics, of Kant, of one of the Moderns, say Bergson, and possibly one or two others." Though the committee does...
...proposed subdivision into smaller units, the survey endorses the recently announced limitation of enrolment and the methods to be employed to put this restriction into effect. It suggests that the requirements for Distribution in Science and Philosophy be changed in such a way as to deal specifically with the conflict between religion and science. The tutorial system is discussed at length and several recommendations for its extension and improvement are made, including a plan to move up the General Examinations from Senior to Junior year in the case of candidates for distinction...
...second half of the report deals with the academic side of education. Section IV takes up the important problem of providing the student with the necessary intellectual orientation, and offers several concrete suggestions for clearing up same of the confusion of thought which has sprung from the modern conflict between religion and science...
...present time, when organized religion has ceased to command the allegiance of large numbers of students, it becomes urgently necessary that the college teach the business of life in all its aspects. In view of the current conflict between religion and science, a general knowledge of philosophy is equally important to the educated men as a general knowledge of science. The committee recommends, therefore, that a course in Philosophy be made a requirement for distribution without the alternative of Mathematics...
These tendencies, of which the above are extreme examples, are very unfortunate and constitute one of the very real problems of Harvard education. Instead of occupying their proper complementary relation, the social and academic aspects of education are thrown into seeming conflict. It is not that extra-curricular activities are a bad influence, as scholars are sometimes minded to think them. They are invaluable aids--nay, rather, integral and indispensable parts of-the educational system. But they call for a balance of attention and interest which it seems very, difficult for students to maintain...