Word: teaching
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Dates: during 1980-1989
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...academic career for law school reflected a dilemma, present in many of the works he taught, that confronted him personally: whether the withdrawn academic life could be creative as well. Soon after he made this choice, he learned of the severity of his cancer, and remained at Harvard to teach intermittently. He faced his more than two years of illness with maturity and understanding...
...demands are excessive. It would be a waste of effort and money to make separate study departments for the dozens of U.S. ethnic groups. How could they be limited to the seven he mentions? More importantly, separate departments will help very little if the administration doesn't want to teach these subjects. The Afro-Am Department is a good example, and these new ones would get even less support. A better approach would be to emphasize these groups in existing programs...
...that Harvard does not want to be known for its classroom instruction--"The faculty is interested in having good teachers," the administrator adds, "as long as it doesn't show their own inadequacies"--rather it desires, in Bok's words, a faculty that will "teach through the written word...
...faculty members in the University, The Crimson reported when the search for Harvard's 25th president was in full swing, Derek Bok was perhaps the most popular among his students. Bok's popularity, the newspaper observed, derived partially from his ability to teach, but "primarily form his stands on controversial issues." While at the Law School, as a professor and then dean, Bok had actively promoted affirmative action, taken a strong stand against the war in Cambodia, and flown to Washington to voice his opposition to G. Harold Carswell's nomination to the Supreme Court. He boasted the record...
...knowledge." At the core of Bok's vision of higher education is the defense of "fragile" universities' independence and "academic freedom"; he continually returns to what Supreme Court Justice Felix Frankfurter once called the University's "four essential freedoms--to determine for itself on academic grounds who may teach, what may be taught, how it should be taught, and who may be admitted to study." The University must create an environment where teachers and scholars can express any views they please, and where students are given the background to take positions, but not "presented with a set of preferred answers...