university Ro‘plhcin‘g The
photo by G. Pierce
Julian laynos
Prof. Julian Jaynes of Princeton Psychology Dept. spoke last Thursday as a guest of the Senate Committ— ee on Aims and Objectives. The topic of his lecture was "Seven Alternatives for U.P.E.I." Prof. Jaynes pro— ceeded to outline his seven "models" in an attempt to\ clarify the "metaphors at the basis of our thinking." These interesting and rather entertaining models are as follows: 1. "the hospital model" in which the univer— sity is expected to cure the problems of society 2. "the Service Station model" where students are "pumped full of knowledge" at the reservoir of learning 3. "the Trades School model" in which the university serves as a training centre‘ to meet the occupatiOnal requirements of society 4. "the Encounter model" in which the emphasis is on self—development of the student. This model is characterized by thefdemand for student participation and student democracy 5. the "Intellectual Keep" model in which there is a' "concentration on research and scholarship in an attempt to "preserve the best of the past 6. the"K-mart model" in which the student shops from the knowledge commodit- ies offered by the univers- ity; and finally ' 7. the "Cornelius Howatt" model which "focusing on the unique culture, history and ecology of P.E.I."tends to "forget the rest of the world".1
The "real model" of the university as seen by Jaynes arises in response to "the search for the signifi- gance and the meaning of life". The University is being pressed into filling the vacuum which‘has been. left by the decline in the authority of the Church.
The university must be aware 0f world problems and work on their solutions as in
the hospital model, informa- tion must be available and accessible to the student _ an awarneSS of the complex- ity of occupations facing \ the student must be promoted
_/
the ideas of the past must not be lost and that resear— ch must continue, and the student must be given choic— es as’in the K-mart model and "allowed to make his own mistakes".
Jaynes then proceeded to "talk about means" and outline some concrete proposals for U.P.E.I. These were (1) develop faculty
by demanding Phd's as quali—
fications for teaching posie tions (only 38% of U.P.E.I. faculty now have doctorates) (2) recognize the need for 'increased priority of research (3) develop a Masters prog- ram for U.P.E.I. Mentioned in passing were "the poor, quality of undergraduate life" and "distributional problems" (ie the lack of compulsory courses ensuring the student receives a liberal education).
These "means" proposed by Jaynes totally neglect structural considerations and seem to imply that we have no structural problems here at U.P.E.I. Demands for increased certification of profs does not insure increased teaching ability and although research is important it is so in a university context only in that it can be effectively -communicated by the teacher.
Annuity o:
The implementation of a Mas—
~ters program is absurd in
light of the present low standard of accreditation at U.P.E.I.
The very two models, gli— bly described as the Encoun- ter group model and the Cornelius Howatt model,
\which are dismissed by Jayn—
es as unimportant or "dang- erous" seem in fact to be the areas of greatest conce— rn as expressed by students throughout the day's discu- ssion of Aims and Objectives. The concern for student democracy and the.desire
of the student to assume full responsibility for
the planning and implement— ation of his/her education was a central theme express— ed all day. Jaynes, however flatly states that, "The‘ university is “at a democra— cy nor should L. be". Democ- racy is seen as undesirable becaUse it politicizes the university and we are told by Jaynes that we "must
seek ways-to avoid political confrontations, we must avoid the democratic model in favor of dialogue reach— ing consensus". In the face of such an argument one
is forced to ask what
is democracy if not "dialog- ue reaching consensus"!
As regards Jaynes dismissal of the "Cornelius Howatt"
-The Cadre, Mar. 18, 1975, page 7
The Church
model we must redefine what Jaynes describes as "a narr— ow P.E.I.,nationalism to
the exculsion of the rest of_the world". Certainly
no one advocates this type of polar isolationism but students have repeatedly voiced their concern that we must recognize our place as an integral part of the Island community and also the need for interaction with that community in terms of our unique history, cult— ure and ecology.
Jaynes gave the impress— ion in question period of trying hard to please everyone and making no atte— mpt to clarify himself on any stand. When confronted with a question or inquiry he would obligingly agree with the questioner often seeming to reverse a previo— us stand. But behind this doubletalk was a clear authoritarian stand and a real condescension towards students and the role they would be expected to play Lin the educational process. y=If the university is indeed a place to "search for the signifigance and meaning of life" we must do as Jaynes I {implores us.and "stand back and look at the whole pictue re". Jaynes himself is reluctant or incapable of doing so.
Russ Hatton Speaks Onlorld Food Crisis
Oanriday, March 14, 1975, Dr. Russell Hatton, a Maritimer spoke to stu—
dents and faculty on the m_
topic of Politics, Social Issues and the Church.
Dr. Hatton is present— ly a staff consultant to the Unit on Public Social Responsiblity of the 'Ang— lican Church of Canada (ACC) and the ACC Task Force on Immigration. He is also involved in such inter- ch- urch groups as GATT—FLY project, a project on pop- ulation and is a member of the'Task Force on Churches and Corporate Responsibil— ‘ ity. '
Due to his involvement with these groups on a nat- ional and international level, Dr. Hatton is an expert on the topic of Pol- itics, Social Issues and' the Church. His lecture centred on GATT-FLY and 7 its involvement of the world Food Crisis. . ‘
GATT-FLY is committed
lin achieving an alternative trade policy through research,
political action and public education. The name GATT- FLins a take -off on Gen- eral Agreement on Tariffs
.and trade (GATT) which is
an international organiza—
tion with the reputation
of being a "rich man's clu ". GATT—FLY is involved in
obtaining specific questions
on trade and monetary poli-
cies, in monitoring closely
Canadian Government positions,
and acts as a counter—lobby in making the voice of dev— eloping countries audible among the many voices from Canadian business.
At the Rome Food Con- ference, GATT-FLY was re- presented. It met many times with Canadian delega- tes in the hopes of making Canadian policies more hu- mane. It also exposed [Canadian Government policies _to the Canadian people. lThe result caused 1,000's ,of telegrams to be sent to ;Rome expressing Canadian 1feelings on government polf licies..~GATT-ELY also pro-- ,vided ammunition to‘the 0p- )position Parties, in the. hopes that the Oppostion“ 'would force the government to change its policies to Policies less marked by ec— onomic gain.
GATT-FLY declared the
Rome Food Conference a_faif~_
ure because it never got to
the issues of control be- ‘tween developing countries and rich countries. Canada was one of the rich countries who tried to block any pro— gress at this conference be- cause of its involvement with GATT. In simple terms Canada was not interested
in feeding the poor for hu- mane reasons but for monet- ary reasons.
Dr. Hatton also discus— sed the importance or need for redistribution of wealth and the need to educate all neople on the issues of food, general consumption and pop- ulation control.
The talk given by Dr. Hatton was interesting, re— vealing and educational. It revealed much about Canada's involvement in trade, in the development of other countr- ies and in the development of our own North. He showed
- with many examples that our
Canadian government looks at
‘development in terms of mon-
ey and not people. i.e. James Bay Project. Dr. Hat- ton ended by saying "dev- elopment demands a value judgement and not a profit centre. Development is self
sufficiency." coljnnn wgrren