Word: curriculum
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Dates: during 1960-1969
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...aware that the curriculum and governing arrangements of the University are imperfect and warrant critical scrutiny by students as well as by faculty. We also recognize that students have a vital stake in the life of the University and that as members of the University community they are properly entitled to participate in shaping its purposes and activities. Because we believe that learning and scholarship must be the prime goals of the University and because we think that students have as great a stake as the Faculty in the realization of these goals. we also feel a particular need...
...compliant instruments of a corrupt society, and seek to transform the university into a revolutionary spearhead for achieving a just social order. Other student critics, who do not share these assumptions, nevertheless feel themselves alienated by the academic culture dominant in the Faculty. reject much of the university curriculum as irrelevant to their interests, see the governing arrangements of the university as characterized by authoritarianism, and press for a restructuring of the university to make it more sensitive to their needs. Some argue that, since they have a fundamental stake in the quality of their education and university decisions deeply...
...appointment as Dean of Harvard College May undoubtedly realizes that he will have to deal again with unrest over Harvard's relationship to government policy. So far May has acted quietly to bridge feelings between the Faculty and administration and to aid curriculum reform. He says that this function is mediation, not advocacy. He is a diplomatic historian, cautious in his sentences, cradling a thin-stemmed pipe several seconds before answering any question. Small tie-knot, two-button grey suit and flat-top haircut: unobtrusive except that he seems to neigh when he smiles...
...case student restlessness. May is planning a curriculum reform project over the year with advisory committees in each House and Department. He plans to circulate, "if you'll pardon the Washington bar-room term, a series of program packages." May says that past innovations, like Gen-Ed and tutorials, have not been completely successful because they were considered piece-meal. "Tutorial as it operates now bears no resemblance to tutorial as we envisioned it. There were a series of economic compromises all along the line. May proposes to look at the curriculum on a larger scale, allowing consideration of more...
...probably overestimating the enthusiasm left for a curriculum project whose outcome is highly uncertain. There will be some stir nonetheless when a Harvard Dean stands up asking for change...