'.' A MANI FE

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3 THE CADRE,MARCH 19,PAGE 6

This essay is an attempt to show why there is anti— intellectualism on campus (and in society at large); how these conditions arose

and, what changes are neces-

sary to allow for a genuine intellectual climate.

It would be proper to begin with a critique of existing social structures, values, aims et cetera, how- ever neither time nor space will permit such a luxury; I-am compelled at the outset therefore to begin with only

the basic necessities for my

arguments, and hope I shall not be misinterpreted.

ALIENATING ROLES

'To begin at the beginning,

in my view, would be to begin

with the child. The first role assigned the child is

a familial one, i.e. son, daughter, first-born et cetera. This role is simply defined and relatively easy to actualize--indeed, his first reminiscences are

as father's "son" or mother's

daughter" and so on. It is hardly possible for the child to escape the role at this age (0-6 approximately) since he seeks identity and is unable to choose for him- self an identity of his own. Parental authority confers identity upon him, and, due to lack of awareness of alternatives, he has no ot—, her recourse but to accept.

And, in so accepting, he becomes that which the role signifies. Whatever social, economic, and religious connotations the role has will determine how this individual (who, of course is not yet aware that he has a self.) will adapt to the role.

When the child enters school, usually at age 6, he will be introduced to his second major role—~Student.

Now, it is to be kept in mind

that it is not the individ ual who suddenly becomes a "student", rather, it is

the individual who is a "son"

who now becomes a "student".

As a matter of fact, strictly

speaking, there is no notion as yet of "individuality"——

it would be more accurate to.

say then, it is the "son" who is now a "student".

The role of "student" has a more significant social'

connotation than the more familial roles. No doubt of

course familial roles possess

social significance, but they are primarily act- ualized in the particular familial setting. The "student" role on the other hand is more specifically socially defined since it brings the "student" into more intimate and active social participation. The effects of this role on the

student are to affect greater sdhialization——peer groups,‘ loves, norms, and mores which he might not experience as a "son" only. The higher up the school grades he goes, the more specific his role becomes—~and the more exc— lusively "student" he becomes —-not through being studious rather through role-ident- ification. That is to say, the more intense his ident— ification with the role be— comes. As he progresses to High School, and University, he will experience many and varied changes, but these changes will be in terms of the role of "student"——there will be no manor role change. This process may continue for up to 20 years or more (dependent whether or not he passes each year and goes as far as the Ph.D. level); needless to say, by this time the individual who is the "student" would find his only true role--individual or "self"-—an alien entity. My thesis at this point is simply that because of the long process of cultivating

and identifying with the role

of "student", the "Self" is alienated from its "Self". It may be argued at this ' point that true alienation does not in fact occur be- cause alienation presupposes an original "oneness"—-I ago ree but, in this case; the "Self" has not as yet been found as such, and until it has, the term "alienation" ~ may be used to signify that one is not a "Self" due to lack of awareness of a "Self" and, because these roles coverup for the most part any awareness the individual may have of "Selfuhood.

SELF VS STUDENT

The "Self" then is rend— ered obscure because of the various roles the individ— ual is placed in by the various socio-political and religious institutions.

The "student" role is varied and flexible in definition and in future projection. For example, the "student" who succeeds in attaining the grade 8 level has a limited number of possibilities as comp- ared with the tniversity graduate whose possibities are more numerous and at a higher social level (economic—status). Fur— thermore, the higher the educational level the more varied the possibilities for future careers. Grade 8 points to labour (unskil led) grade 10-12 points to labour (skilled), Univers ity points to the profess— ions. "University Student’ means, therefore, "one who is preparing for a future

profession".

The various education "student" roles determine what "profession" the "student" will move into 'which will constitute the next major role change.

~However, all the while this very long complex system of role variations and changes occur, the "Self", that more primord ial phenomenon which makes these roles possible, gets passed over. The "Self" as such is hidden.

Now consider the ab- surdity. Throughout the growth and development

of the individual—— during —-

his most influential period -0—21+ that which is most his own—~his "self"—- is_ pushed aside,so to speak, in favour of roles which have been determined by

society and its institutions.

He has been encouraged to become what he is not!

No man is anyrole! What/ »would be sensible indeed would be to cultivate a climate in which the "Self" of the particular individu— al could become known to it- self and cultivate as its "Self

"Selfn‘ _ flow can a man be strong and self-assured if he knowb

not himself.Is he not at od— ds with himself—divided within himself—When he is called upon to be what he

is notand to be as a man when to be a man("SELF")

is snatched awayfrom him through the subtle process of"covering up"which societ- ’y is so adept at doing??

There is no question tha— t society and it's institu- tions(especially it's educ— ational institutions)are pu— tting the "cart before the horse",and thereby prevent- ing true social cohesion from becoming a reality i.e

the man divided within him— self cannot contribute to a healthy society as the m— an who,through awareness

of himself as a "self" can as united with himself.

The educative process as it is today is cultivating individuals to fill social- ly~prepared slots for itse 1f rather than providing a milieu for the growth and developement of the indivi

dual as individual or "self".

So far as this university is concerned the "profess— ors" are inCapable of pro- viding this form of milieu because as "professors" they are conforming to their socially defined roles by preparing individuals for society's slots; and so long as they function from with— in this role they will have

'/apathetic and undecive re-

as their object for ins- truction , " Students" — not individuals ; and alas, théy will relate and advise them as such. "Students" wi 11 be treated as "student" and be perpetuated thereby. In the same process, "prof- essors "'will behave as , and be treated as, "prof— essors" and likewise will be perpetuated thereby. Roles are relating to roles— not "Self" to "Self" as it must eventually be— come. ' There‘is'considerable concern as to why students are not intellectually mot- ivated ; why they are more interested in the future jo than in intellectual culti- vation; and why they are m

garding course participat~ ion, etc.

The reason for this is quite simplein my View: the "Student" is expected to be that which only the "Self" can be —— interested committed, self-assured,pur poseful.

When the_individual is denied his "Self ",he can- not comport himself to- ward life because he is constantly longing for the return to "Self"— indeed,it is only the "Self"that can truly "live". A rolexcan function, but it cannot rm Furthermore, only the"SelF' as such, Can 2; interested, committed, self-assured,etc because it itself and as su is involved in its particul projects; whereby roles are prescribed from without and are designed to serve socia rather,than individual ends

The phenOmenon/"apatheti student" is none other than a manifestation of a lost "Self" seeking its "Self" while at the same time is pressured to 2g what it has been designated to be, by society in a broad sense.

While alienated from it self, the "Self" which seek itself, must, in the mean- time, comport itself in the manner prescribed for it W the role in which it has been cast.

A tension is created- be tween_the "Self" which defi itself , and the role which has strong social prescriV tions, etc. '

The liberated individufl is he who rises above the“ ‘social roles and strives fit his "Self".

It is usually not untfl early adolescence that t” individual experiences t”, existential "Moment". Th“, "Moment" is when the indfl’ idual Suddenlv discovers

that he has a "Self", is "I". No longer is he just object among objects, or, extension of his parents?