Page Two } Encampment (Continued from Page 1) In looking at the aims of Grinnell as a liberal arts college, we felt the need to instill certain kinds of Scholarly atti- tudes at the same time that we are transmitting a Valued cultural tradition. Yet we also emphasized that the col- lege should prepare the individual for constnictivo participation in his society, even while being able to understand and assess it critically. An initial goal oi the liberal arts col- lege is to alienate the student in some degree irom his society, by pointing to the myths of our culture and the inconsistencies of u ur systems of thought and behavior. Transmit Trudi! n In transmitting a cultural tradition we also analyze it so tllaL the student can see it in a new light. He is then provided the means for reorientation and redirec- tion at the same time as he learns new ways of looking at the world, new ways of conversing and debating about the world — ultimately creating better ways of coping with, understanding, and be- ing critical of the real world. Along with this general education the rtudent should begin a process of direc- tion and orientation by choosing a dis- cipline and working deeply in it. Some transmission of how a scholar works on a limited problem is surely part of a lib- eral education. We hope that through these processes will come an increase in independent thinking and a growing capaClty for self-education and critical problem-solving. Obligation to Provide Leadership Grinnell has an obligation to provide leaders for society; it has a responsibil— ity, too, to prevent the intellectual snob— bishness that hinders communication among all types of people. At some point students should be for- mally confronted With the relevance of their study to the outside world In our concern for facts, techniques, means, we slight the implications and ultimate results of this knowledge for society. Various possibilities were suggested: senior s e min a r s, interdisciplinary courses, freshman emphasis on these problems, lectures on the technocrat in society, and so on. Academic liie was emphasized as the concrete means to many of our goals. In this area there were as many ideas as people. Several suggestions, however, were repeated, among them a greater stress on interdisciplinary studies, max- imum as well as minimum requirements in the major field to prohibit overspe- ciallzation, some sort of tutorial system, smaller classes. The discussion of major fields brought a wide variety of replies. One group sug- gested the iollowmg implications or a discipline: (1) knowledge within an area; (2) knowledge of a methodology; (3) recognition of the limitations of the spe- cific area of study: (4) an understand— ing of the interrelationship between one's specialty and other disciplines and, (5) between one’s discipline and the entire realm of knowledge and value systems. Another group discussed a radical de- parture from the present system of ma- jors and disciplines. Agreeing that the discipline could tend to be ineffiuent, as it only indirectly involves learning about learning, the group considered restruc» turing the curriculum around a study oi lysiems, relations, processes. and ends. Interim was another widely discussed topic. With the new schedule ending the iirst semester belore Christmas, interim might have a better chance of being a time of true scholarly inquiry rather than a postcxam recovery. Many people felt it should be strictly voluntary to en- courage genuine interest, Suggestions on what to schedule (luring interim included interdisciplinary seminars, an expanded lecture schedule, opportunity ior inde- pendent projects, short noncredit “courses" in areas of interest often im- SCARLET AND BLACK possible during the regular semester— such as intensive language study, ap- plied music, urbanization, haiku poetry, or any other area of student interest. Other topics discussed in the academic area were improved academic counsel< ling by freshmen advisors, library pol< icy on selection oi new books, the over- burdened faculty, reexamination of in~ troduclory courses, the academic atmos- phere outside the classroom, increased awareness of dilierenl interpretations of the same material, student tutors within the halls, programmed leaming, class room discussion, independent research. and a locus on basic principles of west- ern civilization Discussion of the total Campus envir- onmeni focused on the word interaction — interaction between the academic and the social areas, between faculty and students, between North and South Campus, between ireshnien and upper- classmen, between tyrannical control and abdication. More specifically, we looked at rules, and found a need for is rational, and consistent philosophy be- hind regulations at Grinnell. One group developed six criteria for evaluation of a system of mics: (1) Rules should help make a student more mature. Rules which involve students having to make decisions for themselves will be most likely to aid the maturing process. (2) Rules should involve a grad- ual assumption of responsibilities. (3) A proposed set of rules should attempt to minimize problems of transition, but the existence of these problems should not preclude v a l u a b l e and beneficial changes. (4) Rules should arise from a community consensus, irom the entire Grinnell community and not just one segment or it. (5) Rules should augment, not retard, a sense oi community respone Sibility. (6) Rules Should reflect a desire to minimize aversive controls. Behavior can be regulated more effectively, and With more profit to the student, without structuring all facets of Student behavior through a highly legalistic set of rules. Students' actions should be predicated upon responSlbllity to themselves and to the commnuity in which they live. Other areas of campus concern that were discussed were women's hours, privacy, the Forum and its shortcom- ings, the bookstore. campus wages, open dorms, relations among faculty, students, and administration, the responsibility oi the college toward sexual and other per— sonal behavior, maturity, and the process of social developmient. Several words were consistently used throughout the weekend — involvement, excitement, confrontation, experience. commitment. Whether these and the other ideas oi Encampment have any lasting value ior Gi-inncll depends on the willingness oi all students to think Criti< cally and to act effectively so that we may come closer to living up to our ideals. pseA (Continued from Page 1) leges and individuals at drift neglect basic ends and ignore hyprocl‘isies and inconsistencies, acts and institutions be come outmoded and lose rationality. Yet times do change. New leaders bring new hopes and renewed Vigor. Tile rational, critical spirit which is at the essence of every liberal education re- covers primacy in thought and action. Questioning Begins we at Grihnell are beginning again to ask questions. our society is open to honest reevaluation. The challenge to question and grow now has already been issued. The process has begun, Faculty, student and administrative committees have assumed wide responsibiltles in areas or educational policy, campus plan- ning and student life. But it would be a mistake to presume that these commits tees can or should operate in isolation. Success requires reevaluation of the whole community. Committees are ef- fective only insofar as they reflect and articulate the sense of the community. The reevaluation of accepted norms and institutions is an intensely personal as well as communal process. A society becomes aimless and irrational when its members lose sight of its rational basis and legitimate ends. The task of com- munal reconstruction inevitably involves individual reorientation. No member of the community is exempt from the pro- cess. Each must recognize as unaccept- able, in an essentially rational society. justifications on emotional or traditional grounds. In curricular matters our narrow da< sires to turn out the best biologist or best economist may work against our purpose to turn out the best man pos- sible unless we are careful to subordine ate and condition departmental ends to the liberal arts ends of the college. Desire to be lest The desire to be visibly “best" can be litiiltilying as well as invigorating. MaSe sive building projects, fancy special pro- grams and the like are iangibles easy to sell to an undiscerning public but not always particularly necessary or of high priority. Grinnell has some definite building and programming needs that should be recognized and fulfilled in the near fu« ture. Recreational and physical educa- tion facilities are woeiully inadequate. overcrowding in residence halls, the li- bary and stair offices is a serious con- cern. Several classroom buildings and all oi the residence halls require sub— stantial renovation and improvement. Extracurricular and psychological coun- sening services should be strengthened. These are areas which should always concern but never preoccupy the college community and its leadership. inconsistent Social Structure It is in the creation of a social strum lure consistent will-l the liberal educa- tion ends of the college Ihat individuals iiiid it most difficult to recognize the irrational in themselves. unnecessary restrictions patterned on mores de- veloped and accepted by previous ages are arbitrarily imposed and juslified on nimsy, superficial grounds. The re- aulr is a condition among students or deceit, hypocrisy and moral ambiguity where maturation and moral develop- ment should be taking place. The erad- lcalion of inconsistencies and the de- velopment or a sane and sensible reg- ulaiory structure are hampered by the childhood presuppositions ol older geri- erations and the genuine desire oi younger to escape moral responsibili- ties. It's “in” these days to decry the lack oi critical discussion on campus concern- ing the unjust and irrational in American society and in the world. Statements have been made to the effect that what is needed at Grinnell is more critical thinking, but, please, let it be directed at the society beyond the campus which "really needs it". This is impossible. c cal Sp t As stated before, the liberal, critical spirit cannot be compartmentally ap— plied. What goes ior the ouiside world, needs to go ior Grinnell as well. The de- gree oi our effectiveness in criticizing and reconstructing along rational lines uul own Grinnell community will be in- dicative or our chances of success in dealing critically and constructively with the outside world. Only when we wholeheartedly chab lenge the irrational and irrelevant in society at immediate levels, Le. at Tuesday, October II. I?“ Grinnell levels, only then, can we hope to challenge meaningfully its blunders and inadequacies at the more remote levels of Washington or Viet Nam. )Aws (Continued from Page 1) which expresses trust in students and a confidence in their ability to learn and grow if provided proper incentive and informal guidance. Unrestricted Women's Hours Specifically this leads to the sugges. lion of unrestricted hours for all Grin- nell women, the opportunity to live in oil—campus apartments i! they wish, and a confidential sign out system. More importantly, however, it implies the necessity for trained personnel to assist individual counselling and social programming, a procedure to educate students in the facts and obligations of premarital relations, and a student com- mitment to the challenge of individual informal creativity in social, extracur- rlcular and academic endeavors. Standards oi acceptable conduct can< not and need not always be prescribed in the form of specific regulations or limitations. A student may gain signifi- cant benefits from having substantial responsibility ior his own progress in a system that allows for individual differ~ onces. The social environment, too, may be a constructive influence toward education after college. There is undeniable Value to patterns which favor the development of personality and the integration of young adults in a general learning Sitil< ation — but these patterns must not be imposed, A system of hours which functions not only to protect women, but in ac- luality acts to segregate the sexes by isolating women, is at best a negative and misleading iorm oi paternalism. The college must have confidence in its men and women to respond mature— ly in an atmosphere of trust while at the same time realizing that there may be healthy turmoil involved in the maturation process and that mistakes will be made and can be valuable in any educational endeavor. Guidance Needed ll structural restraints are of limited value, it must still be realized that they do serve the purpose of providing some guidance. Merely removing these re- straints would be a wholly inadequate solution. A constructive effort must be made to replace slructllrai limits by in- formative types of informal personal counselling. Hours alone do not help freshmen answer their orientation ‘ questions or anyone solve the normal problems of adjustment and growth. Opportunities are needed for commu- ous discussion within the halls and channels must be clarified ior directing serious academic or personal problems to qualified iaculty or administrative cuurces, in ailempiing to overcome the moral ambiguity of the present system we must not be satisfied merely to accept eiiher the dictates of conventional moral stand- ards or moral views under the gum or sex education or orientation. A lack of factual information and confidential as- sistance for the student in coming to understand the psychological and social implications at his actions is inexcusable. The peer group relations is primary in the maturation process and students must share equally in the requirements of devising ways to provide this needed GRINNELL COLLLGE Stacie! and Black ennui. i... i u... ...... who... on... .i u. or... y... o or... nail Conllnlllee on student eiibliauilons. Rcvrosentcd toi national adver— tising by National Advertising service, inc college Publishers Repre- scuiiiivc, lb Ensl boili slim, New York, Y. Second class postflga paid at oi-imicll, iowh. Subscription nu: 5.00 per school year. lsoil bind subscrlpllons. EDITOR . ,. BUSINESS MANAGER , .. Harold Fuson suran will