Word: reform
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Dates: during 1970-1979
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...Core, it is incumbent upon the Standing Committees on the Core, which will be formed over the summer, to use their enormous powers of discretion to make the Core courses as palatable as possible. Finally, it is imperative that the Faculty not feel that its efforts for reform of undergraduate education are terminated for the decade, now that the Core is a reality. Notoriously problematic areas of concern remain, including tutorials, student-faculty contact, advising, and alternate concentrations. The Core addresses only a small part of undergraduate education at Harvard. Once it has worked out the details of its unfortunate...
Dean Henry Rosovsky's reform of the undergraduate curriculum--three years in the making, and usually lumped under the term "Core Curriculum"--held center stage for most of the year. Since last summer, when groups of Faculty members began to take the five broad areas of study recommended in the initial Core reports, and to shape them into definite elements of the "core of knowledge" that was the Faculty's announced goal, the significance of each step in the process was clear. The final result--a set of ten required course areas, of which students must take eight--came after...
...more educational, "less spectacular, but far more important" work. "In a way it's quieter work, and may be more satisfying," he says. Before embarking on the long road toward implementation of the Core, Rosovsky offered some observations on the prolonged debate that led to the first major reform of Harvard's undergraduate curriculum in a generation...
Rosovsky does not, however, believe that any effort he takes to face the problems of graduate education at Harvard will necessarily be of as great a scope as the undergraduate curriculum reform. "The issues are different. The problems of graduate education are not curricular," he notes. Instead, the Faculty faces "more difficult questions, very intellectual in nature," which relate to the problem of defining the role of graduate education in a society that is growing rapidly more professional in its outlook. "It's a question of demographics--how to reconcile the requirements of academic life with the outside world...
Developing the intellect was clearly the highest priority at Radcliffe in those years, taking precedence over less academic pursuits such as community involvement, political work or social criticism. "The meeting of minds" was stressed more than the need to reform society. Here were elements of the retreat into individualism that followed the total disillusion of World War I. Still, the day-to-day events in the process of getting a college degree in those days were probably just as significant as the near-universal confusion over values in shaping the outlook of the Class...