Word: redbook
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Dates: during 1960-1969
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...part, 2) to make him aware of different fields of knowledge and methods of inquiry and 3) to encourage a broader view of the potentialities and limitations of his own speciality." But this is a battle that was fought twenty years ago with the writing of the Redbook...
...when the Bruner Committee made its report, the history-oriented courses in the Natural Sciences which the Redbook proposed had been replaced largely by courses which taught science per se. One effect the Doty Report will have will be to perform for the Social Sciences and Humanities (which have come along way from the monolithic pattern proposed by the Redbook) the legitimizing function which the Bruner Report accomplished for the Natural Sciences. The report does this, first, by maintaining that, in addition to ingraining in Harvard freshmen the understanding of the Western tradition which the Redbook believed important...
...courses are actually doing today, the Doty Committee also attempts to bring under the more complete control of the Program participants in Freshman Seminars and students with Sophomore Standing. It was hard to forbid these exceptions to the requirements when the programs in question could claim to satisfy the Redbook's goals as well as the Gen Ed courses did. Now, at least, the Gen Ed Committee has a realistic standard against which to judge proposed substitutes for part of the usual Gen Ed requirement...
...exaggeration to imply that the present General Education Program is moribund or that the Doty's Committee's recommendations, if adopted whole, would institute a program with the sense of direction that the Redbook anticipated, if such be desired. But its recommendations constitute a great improvement over what it terms the present posture of "holding the line...
...some time during its deliberations the committee considered the possibility of recommending a requirement relating to the study of non-Western cultures. For while we emphatically endorse the Redbook's concern for acquainting students with the cultural inheritance of the Western World, we recognize also that no one who hopes to cope with the contemporary world can remain ignorant of the history and culture of the Far East, of the Middle East, of Latin America and of Africa...