Dartmouth Faces the Issues
IT is MORE than twenty-five years ago that H. G. Wells observed that man's physical conquest of nature has so far outstripped man's moral conquest of himself that the history of the world has become a race between education and catastrophe. Since then catastrophe has so far increased its lead over education that in the terrifying age in which we live the race seems almost ended. Catastrophe has not yet won, however. The new atomic age holds not only foreboding; it opens up the dazzling hope of a new society free of war and relatively free from social tensions, a society in which men can live together in dignity, in greatness, and in peace. America and the world must choose in the next few years and choose finally. Surely, "this generation has a rendezvous with destiny."
Time is running against us, however. Probably never before has there been such a feeling of urgency among public leaders and educators. There is so little time to educate this generation for the flood of complex problems that are engulfing it. Our colleges are confronted with the task of instilling into their students not only an awareness of the issues and the magnitude of the stakes involved, but also a clear-headed determination to act the part of intelligent and public-minded citizens. At the same time the colleges must continue to foster the humanistic values and the spirit of free scientific inquiry which is their birthright.
The very nature of our established curriculum and the diversity of student aims makes the problem more baffling. Within the liberal college there are various curricula, one, heavily scientific for the pre-medical students, another for the man who uses college as a preparation for business, and others for various non-vocational interests. The contribution of all of these studies to the pattern of society is obvious, but only indirectly is the student made fully aware of the relationship between his undergraduate training and the larger responsibilities of citizenship in an age in flux, when not only established institutions and methods but previously accepted systems of human values are being questioned. In our age specialized knowledge is not enough. The basic problem facing us is not the discovery of facts but the establishment of a moral basis for our public conduct, both as individuals and as nations, so that the discoveries of science will be used to enrich human life rather than be the means of our spiritual and even our physical self-destruction.
In these years of decision we must have at least a nucleus of citizens who think beyond their specialties and are aware of the larger social and moral dilemmas. Many colleges have attempted to meet the problem by what has been called "general education." In practice this usually means that in the first two years of college the student is given a broad and coherent survey of the fields of knowledge before he is allowed to specialize. The great value of such course, properly taught, is incontestable, and steps toward such an integrated program for the first two years have been taken at Dartmouth. These courses, however, are fundamentally a modification of the old "survey" courses, and both their content, and the time in the student's career when they come, make them illadapted to fill the urgent need for training in citizenship.
After full discussion the President and the faculty of Dartmouth have agreed that the logical place for such training is in the senior year, when it can serve as a bridge between undergraduate life at college and the responsibilities of adult living. As a result of what may prove to have been a significant discussion in American education, Dartmouth is requiring of every regular senior that he take a course to be known as "Great Issues," which is so well described by Mr. Braden later on in this Magazine. It is one of those fresh yet amazingly simple ideas that may even prove to be the keystone in a reorganized curriculum at Dartmouth. Even now, before it has been put into effect, other colleges anc. universities are planning to develop a similar course. Dartmouth is once more asserting educational leadership.
As the course is planned, the senior will be given a dry run through some of the most basic and most complex issues of our time. Distinguished men in public life with first hand experience with these issues are coming to Hanover to talk to the class. It is hoped that most of them will be able to stay over an extra day and take part in the discussion of the ideas they have presented the previous evening. With speakers of such divergent backgrounds and views, the forum of the Great Issues course will indeed be a free market place for ideas. Moreover, in the Public Affairs Laboratory the student will see how an issue is handled in the various periodicals, from the most scholarly to the most superficial and prejudiced. There, too, he will see through exhibitions of books how an issue can be traced in depth through history. When the student can thus survey an issue in breadth and depth and learn of the reliable sources of information on it, he is really groomed to take his place of potential leadership in our democracy.
The plan of the course serves to bring out the fact that the great issues of today, though superficially social and economic, are basically moral and philosophic. As they are explored in depth it becomes increasingly clear that their solution must be in terms of human values. The decisions that must be made are moral and ethical. The choice of speakers insures that this realistic and humanistic approach will be maintained throughout the course, and several sessions will be given over entirely to a consideration of the -values which give meaning and richness to the culture we are trying so desperately to preserve.
The New York Times and the New York Herald Tribune have not only published articles describing the course but each paper has published an editorial warmly applauding the project. The men whom we have invited to speak are coming with eagerness and a full understanding of our purposes. We are ready to go. Our sights are high, but so are our hopes.
Editor's Note: Professor Jensen is a member of the SteeringCommittee for the Great Issues Course and during the past yearhas had an important part in defining the aims and content ofthe course.
IN OPENING ITS fortieth publication year, the DARTMOUTH ALUMNI MAGAZINE is happy to announce two new editorial appointments: Elmer G. Stevens Jr. '43 as Assistant Editor and John P. Stearns '49 as Undergraduate Editor. To James L. Farley '42, effervescent Assistant Editor, who has departed for what we hope are greener fields, the MAGAZINE is deeply indebted for his willing shouldering of many editorial and business chores during the past fifteen months. We are glad to retain his sprightly contributions through the 1942 class column.
