Threev'academics give their views 
     
    
   
   
    
         
     
         
     
         
     
       
     
        
     
        
     
        
     
         
     
       
     
       
     
       
     
       
     
       
     
       
     
         
     
         
     
       
     
       
     
       
     
       
     
       
     
       
     
       
     
       
     
       
     
       
     
       
     
       
     
       
     
         
     
       
     
        
     
        
     
       
     
    
   
   
    
     ognition of ones motives 
     
     interests, and the dev— 
     
     ment of learning skills. 
     
     think that if students 
     
    

    
     e to become aware of. 
     
    

    
     c they wanted from their 
     
     erience at U;P.E.I., we 
     
     1d need a pluralistic 
     
    
   
   
    
     Ronald. Baker 
     
    
   
   
    
     In an ideal world, as a 
     
     graduate of an ideal un- 
     
    

    
     . . iversity, I would be able 
     
     ver51ty to meet dlverse to say what I think a univer- 
     
     15- some StUdenFs WOU1d sity should do, wittily and 
     
     with originality — in two 
     
     hundred words, with twenty: 
     
     two hours notice (sixteen 
     
     of which are already sched- 
     
     uled.) 
     
    

    
     My graduate of the ideal 
     
     university would be wise, 
     
     creative, humane, selfless, 
     
     courteous, and humble - in 
     
     a word virtuous. (In an ideal 
     
     society, of course every- 
     
     one, would be like that.) 
     
     But virtue, especially for 
     
     everyone, is a goal that is 
     
     probably beyond planning 
     
     of prescription.,MoreoverL 
     
     we shall never have an ideal 
     
     university in an ideal world. 
     
    

    
     Consequently, I set diff- 
     
     erent goals, though always 
     
     hoping that they might lead 
     
     to higher ones. I would like 
     
     a university (for under- 
     
     graduates)to be one that 
     
     tried to see that its grad- 
     
     uates Were literate, pref— 
     
     erably in more than one lan- 
     
     guage; numerate - or at the 
     
     very least, not afraid of 
     
     quantification - convinced 
     
     of the importance of evi- 
     
     dence in some things and 
     
     of feeling in others,-and 
     
    
   
   
    
     enhancing their position 
     
     the labour market, or as 
     
     iring the necessary 
     
     dentials for employment.g 
     
     ers might see their ' 
     
     rse work as a preparation 
     
     post—graduate education.‘ 
     
     ers may seek deep int— 
     
     ectual involvement and 
     
    

    
     e may be after armore 
     
     sonal deVelopment. 
     
    

    
     haps there should be 
     
     ernatives available that fl 
     
     empt to meet each of these 
     
     erse needs, programs 
     
    

    
     t provide outlets for 
     
    

    
     s plurality. Some may - 
     
     ose structural courses 
     
     majors,,others a more 
     
     ely structured environ— 
     
     t. Each, according to 
     
     needs. h 
     
    

    
     f course, we could always 
     
     er a course entitled 
     
     sonal Responsibility 101 
     
     the Dept. of Personal 
     
     ponsibility) with assign- 
     
     ts, mid—terms, lectures 
     
     finals, but then, we 
     
    

    
     ht encounter the foll— 
     
    

    
     ng conversation "well, 
     
    

    
     e never had a course in 
     
     sonal responsibility 
     
    

    
     ore, so if you'll tell 
     
    
   
   
    
       
     
    
   
   
    
     ' President. 
     
    
   
   
    
     capable of independent 
     
     study, indepentent thought, 
     
     independent learning, crea- 
     
     tivity, and growth. In a 
     
     cliché, I would like the 
     
     graduate to have learned 
     
    

    
     how to learn and I use learn 
     
     in its widest sense — to 
     
     find information, to under— ~ 
     
     stand theories and hypoth- 
     
     eses, to evaluate, and to 
     
     come to conclusions. _ 
     
    

    
     I find it depressing that 
     
     some graduates of all univer- 
     
     sities cannot read or write 
     
     well, cannot use a library 
     
     (have never heard of Winchell 
     
     of The Reader's Guide for 
     
     example) and are guilty of 
     
     allthe fallacies — the 
     
     pathetic, the tautological, 
     
     the etymological etc. 
     
    

    
     To use the etymological 
     
     arguement myself, I would 
     
     also like a university in 
     
     which the graduates and 
     
     faculty in the humanities 
     
     were humane (as I would 
     
    
   
   
    
     .like everyone to be), those 
     
    
   
   
    
     in the social sciences to 
     
     be both scientific and 
     
     social (as I would like 
     
     everyone to be), and those 
     
     in the sciences scientific 
     
    
   
   
    
     (as I would like everyone 
     
     to be) about the problems 
     
     of the university outside 
     
     their own disciplines - 
     
     parking etc. 
     
    
   
   
    
     'THE CABRE; OCTOBER 8, 1974, PAGE 9 
     
    
   
   
    
     More'seriously, in my 
     
     realizable university, I 
     
     would like faculty to put 
     
     teaching and students above 
     
     all else, and since no-cne 
     
     wants students to learn 
     
     out-of—date material, that 
     
     means that scholarship 
     
     must be equally important. 
     
     In too many universities, th 
     
     busy—work of committees 
     
     and the attendance — during 
     
     short academic year - at 
     
     conferences, etc., appears 
     
     to take precedence over 
     
     teaching. 
     
    

    
     Many other things are 
     
     important in a university, 
     
     perhaps essential if the 
     
     above goals are to be rea— 
     
     ched, but they are secondary 
     
     to the goals. For example, 
     
     student publications, studen 
     
     government, athletics, 
     
     intramurals, music and 
     
     theatre, the social life 
     
     of universities, the 
     
     resources in money, build- 
     
     ing , books, and so on, but 
     
     in the brief space I have 
     
     been given, my goals remain: 
     
     literacy, numeracy, the 
     
     ability to learn without 
     
     formal instruction, and 
     
     the ability to weigh evid— 
     
     ence and come to a conclus- 
     
     ion. If enough of us were 
     
     able to reach those goals, 
     
     we might be able to aim at 
     
     the highest ones. 
     
    
   
   
    
       
     
    
   
   
    
     what's expected......" 
     
    
   
   
    
       
     
    
   
   
    
       
     
    
   
   
    
       
     
    
   
   
    
     for university organization. 
     
    

    
     As long as we still 5perate4 
     
     as historians, chemists, 
     
     political scientists, etc., 
     
     we will inevitably treat 0 
     
     knowledge and learning as a 
     
    

    
     series of separate, airtight 
     
    

    
     compartments. 
     
    

    
     Encouraging, not hindering, 
     
    

    
     experiments in teaching and- 
     
    

    
     learning that offer better 
     
     results. - 
     
    

    
     Encouraging the development 
     
    

    
     0f closer relationships in 
     
    

    
     the university community 
     
    

    
     betWeen students and faculty. 
     
    

    
     Qdite possibly we could do 
     
    

    
     this by breaking the university 
     
    

    
     down into smaller components, 
     
    

    
     or colleges, each with some 
     
    

    
     distinCt intellectual basis. 
     
    

    
     At least two of these suggestions 
     
     re predicated on quite fundamental 
     
     tructural changes in the university. 
     
     would not for a moment deny that 
     
     here'are a host of problems 
     
     nvolved. But surely the very 
     
     rocess of debate on goals and 
     
     bjectivesis a worthwhile end. 
     
    
   
   
    
     Council it may be for you." V V ,' , I