By Wayne C. Booth
The information such a lot worthy Having represents the essence of schooling on the collage of Chicago—faculty and scholars grappling with key highbrow questions that span the arts, whereas nonetheless acknowledging the necessity to collect a intensity of information in one’s selected box. The papers accrued right here have been brought in the course of an often-heated convention on the college in 1966, and contain contributions from such students as Northrop Frye, Richard McKeon, and, after all, the dean of the varsity, Wayne sales space himself. Taken as a complete, they current a passionate security of liberal schooling, one who is still hugely suitable at the present time.
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Champion Ward is a familiar ring about the difficulties being encountered. One hears of prefixing a "transitional" year to the present university course to provide more time for general studies, of the difficulties of getting the faculties to carry on general, higher education, and of the problem of convincing the students (against all the evidence) that their general education is regarded as no less important than their departmental work. In Latin America, a number of the leading universities have been adopting programs of general studies designed to give a common learning to students before they enter different professional faculties and to bring together in departments the work of specialists in single disciplines now scattered through several faculties.
35 36 F. Champion Ward But this takes us into the second stage of our American consultant's experience abroad. As befits a second act, this stage is marked by complications and the general puzzlement of our hero. The complications arise from two sources: the existing system in the country the American consultant is attempting to assist, and the tensions and discrepancies he finds in his bag of prescriptions. The local system turns out to be both more persistent and more versatile than he had first supposed.
For what is striking about the American system is that localism rarely induces the creativity so often claimed for it. Educational differences among the states are almost entirely differences of better and worse among similar types of institutions, arranged in very much the same sequence and pattern in each state. Thus, we have the paradox that a system purporting to insure variety and experimental flexibility remains basically uniform. It is simply harder to change deliberately than centralized systems are and more subject to enduring qualitative discrepancies.