Word: contently
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Dates: during 1960-1969
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...considers appropriateness the key consideration. He wouldn't stop to argue with Dwight Macdonald about the poison of "kitsh"--what Macdonald calls the advertising non-art of middle class taste. Rather, Gregory suggests through his selections that there is a need for the highest standards of design in the content of communication as well as the world view...
...epitomized by Argentina's exiled Juan Peron and Venezuela's imprisoned Perez Jimenez. Today's soldiers are deeply disturbed about Castroism, disgusted by graft, inefficiency and thoughtless political warfare. Right or wrong, they claim to have seized power to prevent chaos. In most cases, they seem content to return to constitutional government after imposing at least a semblance of order...
...conception of the typical Harvard student. The CRIMSON would have us subscribe to the following image: the Harvard student is intellectually ambitious in many fields of enquiry. During his four years at Harvard, he should be exposed to as many "techniques" in as many different areas as possible. Content is relatively unimportant. When the student graduates he will immediately find time to fill in the content of all these academic fields. Furthermore, he will want to do so. Now the CRIMSON also makes the assumption that one academic year is long enough to teach these "techniques," in any field...
Furthermore, I believe an argument can be made for a "content" course such as Hum 5 or Soc Sci 1. A large proportion of Harvard students were not exposed to this type of material in high school. In many fields it is assumed the student is familiar with Plato, Aristotle, or European history. Certainly the student should have the opportunity to acquaint himself with basic material of this sort, as well as basic techniques, in Gen Ed courses...
Finally, I find the CRIMSON's contention that breadth should supersede depth an indication of the shallowness of its own thinking. One year is just not enough to discuss adequately on any level a topic as broad as those with which Gen. Ed. courses deal. Indeed, a Gen Ed course, by its very nature, should be more careful and detailed in its presentation of material than a departmental course. It should try to provide insights into its material and the way in which the scholar deals with it. It is ridiculous to assert that the student is benefited more...