Word: processes
(lookup in dictionary)
(lookup stats)
Dates: during 1960-1969
Sort By: most recent first
(reverse)
...adult Left during the 1950's, they argue, has left radicals without a meaningful political organization. Neither the present Communist Party nor the Progressive Labor Party (Maoist) comprehends the real needs and problems of modern Americans. Communism is no longer radical: it aims to get power through the electoral process--in other words, working within the system--and supports liberal measures such as Social Security and Medicare. Progressive Labor, on the other hand, fails to fit radical ideology to the American experience: it misunderstands the mentality of the working class, relies on puritanical cadre-like working class, comprising skilled...
These three general concerns focus on improving the process of postgraduate education. The actual reform movements of the past two years attest to the fact that students do have something worthwhile to say about this process...
...School of Education, this commitment is not stifling, but the students observe a substantial inconsistency between the goals which the school espouses and the educational process by which these goals are supposedly attained. The Ed School, in accord with the purposes outlined in the Scheffler Report of 1965, proclaims its commitment to training excellent educators who will also be agents of social change. Students accept this goal, but feel that their education is not living...
...conventional teaching methods, and from the lack of an effective voice in school policy decisions. Dissatisfaction came to a head in February of 1966 when several ad hoc groups formed to agitate for specific reforms. A group of thirty students asked for two supplementary non-credit seminars on group process and social change, and their request was granted by Dean Sizer. A smaller group began its own study of the problems of urban education, a crucial area which they felt the school was ignoring...
...they may seem, do share certain concerns and have advocated in common the issues of curriculum reform, increased faculty interaction, and participation in policy decisions. The activists seem motivated by the conviction that their opinions are not only relevant but important, and by the unwillingness to accept the educational process as a static system which they cannot question. Their gripes are no longer personal but public and well-articulated. Discussion is satisfying for a time, but it is action which they seek...