Word: methodism
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Dates: during 1940-1949
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This brings me back to the central problem of teaching method and organization of the College. As I said yesterday, the tutorial idea seemed to be one of the best answers. The reason I say this is that it offers under the present system the only opportunity for real intellectual exchange and personal relation between teacher and student. The difficulty of the system is its expense. The question then is, are the available instructors being used to best advantage? I think they are not and what I suggest for consideration as a substitute is the seminar system, particularly as used...
...imagine that this system would not be adaptable to certain science and language courses and would perhaps not be used with incoming Freshmen, but these are exceptions that can be worked out with some time and thought once the general method has been tried and approved. If the College feels that the lectures by the intellectual giants of the University are still desirable they could easily be continued, but would not be a basis for examinations or marking. The honors theses and the general examination can also easily be retained...
...introduction of the broad curriculum and the elective system at Harvard, based on the large lecture method of teaching, has had the tendency to result in a student product noted for superficial thinking and scattered knowledge useful primarily for examinations...
...College population increased the administration was not entirely ignorant of the effect of the method it was using, and the term paper, tutorial, honors theses, and general examinations were given a new importance as compensating factors. These four things are on the right track, but they have their drawbacks. The trouble with the term paper or half-term paper is that: 1) if it is short, the student can do it in several days or a week and the rest of the time go on about his business; 2) if it is long, the student is forced to specialize...
Another aspect of the problem of Harvard's teaching methods that cannot be ignored is the social organization of the College and its effect on the individual. This is closely related to the educational method, as I shall try to point out in my conclusion. The CRIMSON has printed a series of editorials this year stating the facts of the social organization, or rather lack of organization, in the College. The picture those articles gives is of extreme heterogeneity and individualism compensated by attachment to intense little cliques either in clubs, activities, or informal groups. Having lived in the College...