Word: expression
(lookup in dictionary)
(lookup stats)
Dates: during 1980-1989
Sort By: most recent first
(reverse)
...Court Justice Felix Frankfurter once called the University's "four essential freedoms--to determine for itself on academic grounds who may teach, what may be taught, how it should be taught, and who may be admitted to study." The University must create an environment where teachers and scholars can express any views they please, and where students are given the background to take positions, but not "presented with a set of preferred answers." "Intellectual freedom," Bok argued in his first letter, "is not a condition that is merely desirable. It is essential to the progress of learning and discovery...
...University must give individuals free reign to express their opinions, it must not--except in very rare cases--take institutional moral positions. To do so, Bok warns, is to force the University (1) to open itself up to outside unwanted pressures; (2) to try and develop standards of moral behavior which are virtually impossible to develop and threaten to become obsolete orthodoxies; and (3) to put the University's academic reputation on the line. Though Bok seriously doubts the University's ability to reform society in any way outside of academic discoveries--"rarely will the institutional acts of a single...
...practical necessity to recruit seems extraordinary. After all, the admissions committee, Reardon and Bok, express strong pragmatic and philosophic reservations. So at the root of the matter is the importance of winning--or at least, staying competitive. Obviously, Harvard has made a decision to grapple with the has made a decision to grapple with the complexities and problems associated with recruiting, rather than risk slipping further down the Ivy athletic ladder...
...Third World recruitment program and ends with the Third World Freshperson Orientation. The University has failed to provide significant and meaningful support socially, financially, or institutionally for its Third World community. As Afro-Americans, Asian Americans, Boricuas, Chicanos, NATIVE Americans, Carribbean peoples, and international students, we have struggled to express our identities, cultures, and histories among ourselves; to share the commonality of our experiences as Third World people; and to enrich the larger community as a whole. We, ourselves, have been forced to take on the entire responsibility for the minimal support services Third World students have here. We have...
...fragmentation within the Third World community and only serves to heighten our alienation from the community at large. The University provides us no place to go where we are no in the minority; thus, we are always seen as curiosities. The Third World Center gives us a forum to express our cultural identities with dignity and legitimacy. Only the insitutionalization of a campus-wide Third World Center can begin to meet in any consistent way the daily needs of the University's Third World community...