Word: sections
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Dates: during 1950-1959
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...student might be allowed to enter in the fall, or he might switch into such a group at mid-years. A student in Social Sciences 1, for example, who did well the first term, or who, in his section man's opinion was qualified, might transfer into any one of several seminars being run in the Social Sciences area. Such seminars should do work not covered in later courses; they should not be specialized history courses or English sections. Linkages of history and sociology, economic theory and psychology in the Soc Sci area; combinations of literature and philosophy...
Several objections might be raised. Would not such a scheme remove the "elites" from the other Gen Ed courses. Undoubtedly, some of the more motivated members might be channeled off, but this could easily be salutary for the rest of section. A wider participation would probably result as some of those who often held the floor might leave. Discussion would probably become more stimulating for those who remain...
...seminar program should not develop merely a training ground for honors tutorial. Selection by section need not follow predelineated academic criteria; section men should be encouraged to play hunches...
...Present sections are noble in principle and inadequate in practice. If there were a nucleus of discussion at the meetings, instead of desultory questions or a third lecture by the section man, actuality might approach potential. One method of stimulating discussion might be effected by requiring concise, one-page papers throughout the term on questions suggested by the week's readings. One of the term's longer papers might be dropped and a requirement of six to eight short expositions substituted. Students could hand these in on weeks when they chose. Exercises like this would eliminate the need...
...students. Lecture courses offer too often only a cold commentary on the great works and ideas which the General Education program is supposed to present. Lectures, in literature and social sciences especially, if not downright boring, do not permit interchange of ideas between students or between student and teacher. Sections, which are provided to remedy this deficiency, are too often a waste of time; the general pattern is that the few students who are prepared conduct a dialogue with the section man while other students doodle quietly...