Word: cores
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Dates: during 1970-1979
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Rosovsky continues to stress that the Faculty vote that authorized implementation of the Core was only the first step. "What we're going into is what I call a controlled experiment," he says, citing the year of "lead time" built into the proposal, time that will allow for research of new course offerings. The Core committees created by the Faculty legislation will have to deal with two problems, he says: first, to examine the current General Education program, to discover what if any courses may be transferred into the Core; second, to create new courses, "particularly in areas where...
...first flush of triumph has faded now, and with it the bald exuberance. But so have the hassles--the continually voiced student opposition to implementation of the Core, and, perhaps more vexing, the incessant speculation over his reported refusal of the Yale Corporation's offer of that school's presidency. What remains is a sense of accomplishment, perhaps, and certainly a determination to finish the task he set up for himself when he began pushing for implementation of the Core--work of a different kind, less political and more educational, "less spectacular, but far more important" work...
...impending years of academic engineering cannot blur the memory that the Core plan was for several months the focus of heated student opposition, even as the Faculty prepared for its final vote. For Rosovsky--who admits that opposition was inevitable in the Faculty, among professional educators of differing academic philosophies--this was the part of the past year that he finds most distasteful. He dismisses most expressions of student opposition to the Core, and instead believes the "student media" generated most of the opposition itself with "a systematic campaign against the Core...
Rosovsky bases his contention on what he perceived as a general mood of apathy on the part of students in relation to the Core. "Students knew they weren't going to be affected," he says, and therefore very few of them bothered to study the issue carefully. Those who did--student representatives on the Education Resources Group (ERG) and the Committee on Undergraduate Education (CUE), for example--generally supported the plan. "The students who have gone into this very carefully can see the virtues of this," he says, and praises CUE and ERG members for working so closely with...
...course, he readily admits that the students who work most closely with the administration are not "typical." The typical students, he says, are the ones who did not take time to read the proposal carefully, the ones who approached him in dining halls with uninformed questions about the Core. Even the most palpable example of student opposition--the anti-Core petition signed by over 2500 undergraduates--"doesn't mean very much," because "it is in the Harvard tradition to sign petitions...