Word: harvard
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Dates: during 1950-1959
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Moral philosophy is not widely discussed at Harvard, either in classes or out. But unfamiliar as President Pusey's subject was, the answer he supplied to his own question was even more surprising. Speaking of who it is that teaches the course in moral philosophy today, he said "Together perhaps--you, your teachers, all of us, with those who have been here before us--together perhaps we do. From the beginning this course set for itself aims which cannot be taught. But they can be learned, and it is my belief that as in an earlier day, so they continued...
There are some people, including some Harvard students, for whom any given four years can be considered a course in moral philosophy. These people are concerned about moral behavior and attitude, and usually see all of life as an object lesson. But for the student who comes to Harvard lacking such concerns--and these are the ones who most need such a course--it is as likely as not that they will go through four years here without having been stimulated in this area to any appreciable degree...
Reinstituting the formal course at Harvard today is almost unthinkable, not because the subject matter has become obsolete, but because the didactic nature and ultimate aims of the course would seem to conflict with other values now implicitly considered more important to the College. One of these values, that of independence, is not strictly speaking a part of the curriculum, but it is talked about often, and its significance is felt in many aspects of Harvard life. Another value, that of critical scholarship, is taught in nearly every course in the University...
...independence and scholarship merely prevented the teaching of moral philosophy, but did not interfere with the learning of its aims, and if Harvard students did show a marked concern for ethical conduct, character, and duty, there would be no reason to discuss this subject. But these concerns do not in fact manifest themselves consistently either abstractly or in practice; and while they are often excluded because of a real conflict of desired values, their absence can also be ascribed to indolence and to a communal atmosphere which agrees to ignore them...
...entire concept of guidance is sure to grate on any Harvard student, who traditionally prizes his independence, and who scoffs at other Ivy Leaguers and more distant colleagues who are still spoon-fed by a bevy of counselors, advisors, and deans. At Harvard, freedom is an almost sacred word, with individualism only slightly less exalted. But freedom implies responsibility, which is not so often thought of. During the college years, new freedoms appear at a bewildering rate, and inevitably some cannot be immediately coped with. There is freedom of time and of action in great quantities. The student usually makes...