GE six THE MICHIGAN DAILY SUNDAY, MAY 27 GE SiX TUE MICHIGAN DAILY SUNDAY, MAY 2~ :ommittee Reports Statement on ' 'Philosophy (EDITOR'S NOTE: The Senate Subcommittee on the Proper Role of the University has prepared this statement of alms of the University and their application for the Con- ference on the University held last weekend. Although it carries no ex- licit statement to this effect, their deliberations led to this general statement which is intended to ap- ply to both the specific problems of the University and to its role in the state program 'of higher education. The committee includes Professors Edward S. Bordin of the psychology department, and Howard W. Mc- Cluskey of the education school, co- chairmen, Lyle E. Craine of the nat- ural resources school, Joe G. Eisley of the engineering college,GSamuel J. Eldersveld of the political science department, Harold F. Falls of the Medical School, Meyer S. Ryder of the business administration school, and Gerald F. Else of the classical studies department, ex-officio.) HE UNIVERSITY faces a num- ber of problems stemming from the importance of both research and scholarship-complicated by the political and financial crises in the state and by the general questioning of the aims and effec- tiveness of our educational system. There are demands for expan- sion in student body, in faculty 'research, in centers outside Ann Arbor, and in the organizational structure of the University. It seems unlikely that all these de- mands can be met-some sort of a selective response will be neces- sary. We are likely to be forced to decide how much of our limited faculty resources should go to re- search versus teaching, to under- graduate versus graduate and pro- fessional education, to Ann Arbor development versus extension or branch programs. To meet these problems, the faculty and administration must establish a consensus on the edu- cational objectives of the Univer- sity and their order of importance -yet there seems to have been no recent attempt to make an ex- plicit statement of our goals. Per- haps our general educational aims are self-evident-revealed in com- mencement speeches and dedica- tory addresses. But we propose to try to go beyond these generalities in this statement, and come to grips with the tests of our commitments that reside in the more specific classes or decisions that we face now or in the near future. Insofar as the principles we formulate permit, we will propose definitive answers to the current dilemma the Uni- versity faces. By such specific pro- posals we hope to make plain the significance of our suggested prin- ciples. We hope our products will lead to debate, clarification, and, above all, a basis for action by the Sen- ate and administration on current and future problems. s . " WE CAN BEGIN with those gen- eral statements for which there is usually easy agreement. This Uni- versity - almost any university worthy of the name-is dedicated to scholars and scholarship. The University nurtures both. To some degree, of course, future scholars come to us with capacities to func- tion as students that they have already acquired (or perhaps are born with) and at least latent motivations for scholarly tasks. Yet to a considerable extent scholars are made in the univer- sity environment. Thus, one of our major aims is the inspiration and preparation of scholars, of men and women who will respond to our teaching in the wide variety of ways that knowledge enriches the lives of individuals and socie- ties. In relation to knowledge it- self, the University strives for its preservation, transmission and ex- tension, and to initiate patterns of its application to individual and social needs. It is well that we embrace both the acquisition and application of [I knowledge because establish lasting tween applied and all efforts to contrasts be- basic research tend to end in confusion. The University also has a goal of contributing to the growth of citizens, especially of future lead- ers. This responsibility is often overlooked at the university level because it is such a significant part of the aims of primary and secondary education. This aim of fostering citizen education is one stimulus toward keeping higher education broad so that the schol- ar, no matter how specialized, may still keep perspective on his rela- tion to man and society. Obviously, a public institution cannot draw slarp boundaries be- tween its students and the rest of the citizens. The University has obligations to make available to the citizens of the state and na- tion that portion of its specialized knowledge which provides the necessary background for social decisions, since it receives funds from both state and federal sources. * * * IF WE ASSUME agreement with these general aims, we face the more difficult task of defining how these aims relate to each other; and, where choices must be made, of establishing priorities amongst them. In the determina- tion of priorities, we should dis- tinguish among (a) function, (b) clientele, and (c) place where function is performed: that is, what the University does; for whom it is done, and where it is done. We should further remember that even though we may be com- mitted to a particular function, there may be limitations in carry- ing it out, especially with regard to clientele and location. With these considerations in mind, it may be useful to try framing certain ex- plicit propositions in relation to our aims. Proposition 1: A university has an organic character which im- poses irreplaceable sets of recipro- cal relationships such as those among basic disciplines and be- tween the disciplines and fields of practice, teaching and research, different levels and types of teach- ing. Proposition 2: Where choices must be made, our highest com- mitment is to the existing and future leaders of our society, those who have the greatest potential for transferring learning. Proposition 3: The University should give priority to activities (assuming equal importance) in those areas where it has establish- ed leadership, and/or where its resources are unusual or unique. This is another way of saying that our acceptance of new re- sponsibilities must at least con- form to the University's establish- ed standards of excellence. Proposition 4: The University prizes most those contributions to individuals or institutions that further their autonomy. We teach in order to free the student to learn by his independent efforts. We serve in order that our clien- tele will not need our services.. "Services," meaning the continued performance of the same function for the same client, are to be avoided. Proposition 5: The University takes seriously that it is a com- munity of scholars and that its effective functioning depends on fostering growth and maintaining high morale within this commun- ity. Other things being equal, highest professional growth of the staff, maintain or raise their mor- ale; and bring them into closer working relationships in terms of methods, content and goals. Having stated the general aims of the University and having es- tablished these propositions as guides, we shall proceed by posing issues and, where possible, sug- gesting how they might be re- solved. E t 1 E E S I C r JC F t f ognize a greater independence be- tween teaching and research than is usually admitted, and it may be entirely feasible, indeed in the best interests of the University, to engage in one of these activities without being personally and di- rectly involved in the other. As a basis for discussion, we suggest that the following types of faculty appointments be distin- guished: 1) Research professor (no teach- ing) 2) Undergraduate teaching pro- fessor (no research required) 3) Graduate teaching and re- search professor (both teaching and research, not at graduate levels only) 4) Joint undergraduate and graduate professor (research in- volvement, graduate and under- graduate teaching-the rare schol- ar who has the rare appetite and skills to stimulate both the gen- eral and specialized student.) It may prove desirable to adopt a pattern of dividing the Univer- sity into two faculties, under- graduate and graduate, separately budgeted, with a few appoint- ments overlapping the two facul- THE FACADE-The television center uses a crane to photo- graph the inscription on the front of Angell Hall. FEINER GLASS & PAINT CO. 216 W. William Street Ann Arbor, Michigan Telephone NO 5-9131 We Have All Kinds of Glass-Mirrors and Furniture Tops We Have the Nationally Advertised Paints Also, we hove complete glass service for foreign cars. Free Parking in Front of Our Store WE HAVE BEEN SERVING THE COMMUNITY'FOR 77 YEARS AT FIRST GLANCE, there would appear to be no conflict{ between research-let us speak in the broad sense of the search for knowledge - and teaching. The teacher who does not maintain his roots in research runs the risk of delivering the dry husks of scholarship to his students instead of instilling the moving, living process of understanding and knowing. Our national crises have ac- celerated growth in the nation's appetite for research with the re- sult that staff members find ever increasing encouragement and- support for their scholarly ac- tivities, so much so that many have found it possible to teach less and less. Further, the flow of research funds gives rise to the position of the scientists, who is not a member of the teaching faculty. It might be argued that there should be no teaching with- out research. Not only must the University remain a center for the accumula- tion of knowledge, but the very process of acquiring and applying knowledge provides facilities for educating our students to research or the arts of applying their learn- ing. Should there be research with- out teaching? An affirmative an- swer is easy to give as long as the diversion of resources to re- search does not impair the per- formance of our teaching function. But the aforementioned social demand for research joined with population growth accompanied by greater interest in and ability to profit from higher education threaten to outstrip the supply of academic staff to the point where such cruel choices will be forced on us. It is already on us in the form of increased use of teaching fellows. Obviously, this question is of the variety: Which is more im- portant the heart or the brain? With due awareness of the or- ganic relation, we suggest that, at the extreme, the student is morei important than research. Research is the derived product. When scholars are not replaced, scholar- ship ceases. * * * ALTHOUGH the above state- ments offer an attractively co- hesive position, they conflict with the realities of our complex, heter- ogenous university. The facts ares that: - 1) We have researchers who shun teaching. 2) We have undergraduateF teachers who, though possibly" familiar with research in their field, do not themselves activelyI engage in research. 3) We even have tenure level profesors who are presumed to teach graduate students how tot do research, but who do not en- gage in research. 4) The University is continually under many pressures to empha- size research more, make moret research appointments, give time1 off for research. 5) The quality of undergraduate' teaching, especially in large in- troductory courses, is criticized for a variety of reasons, among which is the use of teaching fellows and the refusal of professors to teach undergraduate courses. 6) The reputation of the Uni- versity rests as much if not more on its research and scholarly pro- ductivity as on its teaching excel- lence. Some way must be found to preserve the University's eminence as a center for advanced learning and research and to restore it to a position of greater prominence in undergraduate education. We suggest that there are at least five kinds of teaching and teaching goals: 1) Informing-for transmission of knowledge 2) Creativity-for freeing the student for exploration of the un- known 3) Critical analysis-for teach- ing the student the processes through which "truth" is confirm- ed or disconfirmed 4) Theory formation and testing -for teaching the student how "truth is formalized so as to be amenable to scholarly analysis 5) Conclusion forming-prepar- ing the student for the kinds of personal or social value judgments that, while not violating know- ledge, lie beyond it. It seems clear to us that not all kinds of teaching (e.g. inform- ing or conclusion forming) de- mand a teacher-researcher and, further, that not all courses will or need to incorporate all five aims. It appears necessary to rec- ties. NO SINGLE HEADING can cap- ture the full implications of this issue. Our statement of general aims asserts that the University's functions do not end with the ac- quisition of new knowledge, but extend to the initiation of pat- terns through which this under- standing is put to use. For example, our professional schools are centers for a great deal of such activity. In this re- gard, we offer a direct service to citizens of the state or nation who are not themselves engaged in the processes of scholarship. There may be a parallel here with the relation between research and teaching. Our involvement with the applications of knowledge feeds back stimulation to the re- search process. As one illustration, medical prac- tice in the University Hospital feeds on the contributions of the biophysical and biosocial sciences and,.in turn, offers them nourish- ment through the observations ac- cumulated in the field. Yet the offering of direct services can go beyond the purposes of initiation. Often, we respond to the ex- pedient goal of "public relations" and, once established, the service becomes its own justification for existence. It seems clear that, if our energies are not to be diverted from our main task, we must be critical of any direct service which diverts us from our dedication to teaching, research and initiation. We have proposed that, insofar as possible, service should be self- limiting in the sense of Proposi- tion 4. * * * THE FORCES of social respon- sibility, political philosophy, poli- tical maneuvering, and scholarly and professional purpose form a maelstrom around this issue. Partly it is an administrative ques- tion: Shall the state's growing needs for higher education be met by expansion of the Uni- versity via a mitotic-like process? However, we -go beyond admin- istrative question when we con- sider whether our teaching re- sponsibilities extend beyond our full-time students and our formal students into the region of adult education. Let us dispose of the easy aspects, namely, that the University cannot abdicate its re- sponsibility to a student when he graduates. Alma Mater must re- main enough of a parent to offer resources for extension and re- newal of learning as the need arises. Much extension teaching by fac- ulties in our professional and graduate schools is of this variety. As such, it serves a useful func- tion in making possible a greater volume of professional and grad- uate education than could be pro- vided within an Ann Arbor based program. Following Proposition 5 suggests, however, that the faculty's needs for professional growth, its need for time for mutual exchange and intellectual stimulation, may es- tablish practical limits over how far the University may profitably expand its extension teaching without endangering faculty growth and morale. These same considerations may force limitations in how far the University goes in offering ser- vices designed to contribute to the alertness of our general citizenry -services of general adult educa- tion. It is certain that we will want to offer these services only. when we can meet our own stan- dards of excellence and where highly motivated students are available. Activities solely motivated by public relations are incompatible with our purposes and are, in the end, unlikely to prove good public relatins. We should avoid the posi tion of promoting demands for such services, of drumming up business with mildly involved stu- dents. * * * THERE IS a general readiness to accept the proposition that this university by virtue of its faculty and facilities can perform, a unique function in graduate and professional education. At the same time there exists a disposi- tion to agree that the meaningful life of a center for graduate and professional education demands thta undergraduate teaching con- tinue to maintain its place in our community. Further, there is the univer- sally shared determination that enrollment increases should not be at the expense of maintaining and even improving our standards for selecting students and the stand- ards of our teaching. To the extent that we accept that education is a continuous process, an emphasis on graduate and professional education cannot exempt us from our involvement in pre-professional and under- graduate preparation. Graduate and undergraduate education are sufficiently related that organic separation threatens the whole. WE CAN SAY, and truly so, that a university's obligation is to man. But in so saying we shall not have disposed of the possible conflict of obligation that any great univer- sity which is also a state institu- tion must encounter. The vast See COMMITTEE, Page 8 iII , MALOLO® PENNANT STRIPE in all over CLIPPER STRIPE pullover deck shirt of SEA LANE bold color stripes knit smartly print or with stripes at focal points. luxurious cotton knit with tone striping on of 100% cotton in combinations of 'Orange or blue combinations in sea- front and 3/ sleeves $7.95. Cotton lined *orange, blue or yellow. Bottom band worthy 100% cotton. Jackets or trader Hawaiian trunks $6.95. 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