dent lot not paved? Perhaps the

ther, if mud parking lots are the paving in the faculty lot?

where the majority'of the faculty parking to be “nice and handy” to

are paved!

Fight pollution'and improve your health . .

-EDITORIAL-

If this student seems stuck in the mud it is because he is parking in the student parking lot designed to make each & every car owner -aware of the rural atmosphere prevalent at UPEI. Why is the stu-

survey that was not taken in the

first few days of this term did not reveal an oppropriate percentage of parking lot users to afford the fulfillment of total needs. Fur-

new trend, why not tear up the

No—one has questioned the sanity behind the designation of park- ing areas to faculty and students. it is perfectly logical for student parking to be located behind Main

It is therefore concluded that

have their offices and for faculty the residences and classrooms.

. The walkways

LETTER

Deélr Mr. Editor: ’ ‘ I Curgmtulafims (n your first edition of Cadre for the 1970-71 term

Pero’s artide re Genital Jim’s was enter-

taining but not altogefl'rer correct Jim- bee’s Foods Ltd. of Gielph, Ontario are the Canadian franchise hdders for Gentle man Jim and have nothing whatsoever to do with the discotheque. The Disco was our own undertaking and is a separate

club but we used the same recommended decor throughout the establishment thus the name ‘WagonWheel Room’. I am

-

pointing this out in the event that the ‘American controlled’ franchisors who might not approve of being associated with sex machines.

All the blah, blah about our prices.

min. wags and profits is fniitiess to argue.

It is still up to the customer to decide where he or she can get the best for the least Pero is certainly entitled to his own opinion and by the way we appreciate his patronage.

Apart from the inaccuracies the ar1ide seemed well written althng one would get the impressim of Naivete.

Yours truly, Creel MacArthur.

THE BEAR PARTY HIBERNATES

last' issue under the Editorship resigned.

or not we would resr nations to come).

was on the pa er. should hold off staff and to tram people. line because we had vertisers. to meet our commitment.

30. spend 40 - 60 hours a week on

L

Well, this makes our third issue. At first there was some doubt an to whether it would come out at all, but here it is minus a couple of editors and some staff members. One thing is definite, thisis the

Last friday we thought we would have a meeting to decide whether put out another issue (there were rumors of At the meeting MacKay stated that he cou d not possibly continue to spend as much time as he presently It was suggested by MacKay and Foster that we publishing for two issues so as to organize the pa er’s I suggested that we had to meet the ead- a responsrbility to the printers and our ad- I said I would resifi a

any problems being solved by putting out another issue. that we (the editors) realized we could not continue to spend as much time as we were, therefore unless we or anized the paper’s staff, we had no choice but to resign. resignation. My resignation will become effective today, Se tember My reasons for resigning are simply that I cannot a ford to

The future of the paper is therefore in doubt, hopefully the union will find someone who rs willing to risk 2 - 5 credits and his sanity.

The village fool ----------------- --Rod Hildebrandt ‘ “K The court jester --------------- --B. C. «//T Most promising ------------ -;---Donna MacFadyen

Merlin the magician. --------- --Garrybear \

Rembrandt ---------------------- --Jim Campbell

of Dennis and myself --- We have

irnmediatly if we did not attempt cKay stated that he couldn’t see. He said

Dennis t en submitte his

the paper.

Freshman PilotProject

A novel experiment in university educ- ation is presently taking place on the cam- pus of the University of Prince Edward Island. The Freshman Pilot Project iri- volves the co-operation of the faculties of Biology, Philosophy, English, Mathem- atics, Modern Languages and Physics. The moving force and man most responsible for the overall development of this am- bitious project is John Smith, the Dean 'of Arts. 1

Unfortunately the response in terms of freshman enrollment has been poor, but this was not totally unexpected. Of all the students at the University, the Fresh- man are the most conservative owing to

r the fact that they have come from tradit-

ional oriented high schools. They are not equiped to learn, nor do they want to. It is the feeling of a number of members of the ‘Project’ that the education received in high school has been carefully removed from reality. Most students are very com— fortable in the course credit systems with its quantified knowledge. They are com-

fortable about memorizing and passing

exams, typing professors and giving them back what they want to hear. In large measure, the students enrolled in the pro- gramme are di$atisfied with the trad- itional approach to education. Knowledge traditionally has been com- partmentalized which has produced iso-

' lated discipline approaches to knowledge.

This precess removesleaming from reality in that emphasis is on accumulation of credits and receipts are given as some form of testimony to the fact that the students

has in 'fact leamed‘s‘Ometh in g. The convene

tional learning process assumes that the teacher imparts knowledge and the stu- dent receives it. The Pilot Project rejects this notion, because they see the process of education as being organic, in other

words, the participants are both teacher and learner and a healthy interaction

takes place which leads to a more nuclear conception of man. To more clearly understand what the

' Pilot Project is doing, it is essential to

understand what the disciplines are not doing. The different faculties feel that the other disciplines are a threat in the sense that if all were to share in a unitary process, a certain discipline may discover

that its contribution is minirnal, at best, and this could facilitate the removal of , that particular discipline from the Univ- ersity. Thus, in order to defend itself, the particular discipline contrives much jargon as a form of protection and as a substitute for learning. This is particularly evident in such fields as sociology. Also, the pro- fessors own education has ingrained a standardized approach to learning which has dulled the profs curiosity and induces a very guarded approach towards a spec- ific body of knowledge. The mutual fear of failure on the part of both student and teacher leads to‘a tenacious mainten- ance of tried methods of education. In short. there is a general inability to learn

from mistakes. What is it that, the students achieve from

the programme? Well it is hoped that they will develop a capacity to work on their own in something they are interested

in, and to establish a healthy contact be- tween their léaming and reality. Last,.

but not least, they will develop an under‘ standing of themselves. ,

lnte est, to this point, has been very high, and it is not uncommon for discus- sions to go far over their scheduled time. Also, standard methods of teaching are giving way to the use of films, video tapes photography and tape recordings. The" ,_ accent on workshops where students dev- ' elop their own projects is further evidence of the increased confidence in the student ' by their faculty. This is certainly a dep- arture from the conventional assumption that students, by and large, are incapable of doing anything of consequence on their own! , v

The one bad overtone is the fact that

. the Education Division of the University

has shown absolutely no interest what- soever in the programme. This cavalier _, spirit is untenable by a faculty which

should be most interested in new and

qualitatively different forms of education. They obviously must feel that their app?- oach to teaching (static as it may be) is the only acceptable methodology. Cer- tainly this is not characteristic, or in keep- ing with the rhetoric of education which purports to be a dynamic, experimental

process.

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