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The Ubyssey Mar 10, 1965

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 D and D probe slams exams
Examinations flunk out as :the best method of
assessing students, according to revolutionary proposals for the faculty of arts.
A committee of five professors has suggested:
Elimination of final examinations to the end of
the third year.
Abolition of Christmas exams in all years.
•    •    •
Promotion to second year on the basis of attendance at lectures and discussion groups as well as
completion of written assignments, not necessarily
based on academic standing.
An average of more than 55 per cent will allow
a student to fail one course entering third year and
continue without repeating the failed course.
Possible comprehensive exams upon completion
of a major in fourth year.
Substitution of the supplemental exams with
"make-up" work such as extra reading and essay
writing.
The report says the existing system of examinations relies too heavily on the Christmas and terminal exam and not enough on the student's work
over the year.
"In many instances the results of a three-hour
examination are not a fair indication of the quality
of work performed," the report says.
"Although the (present) system brings out the
best in some students, for others it is a punishing
ordeal that induces feelings of panic and despair;
and for everyone, both student and instructor, this
overwhelming emphasis on the final examination
distorts the process of learning."
•    •    •
The report says because of the grades and counselling students should receive under the new system they should be able to become their own judges
to the point of leaving university voluntarily.
The report warns that the fact every student may
proceed to second year regardless of his academic
record "will not hide  from some  the folly of
their doing so."
It defends promotion to second year without
exams on the basis that:
1. Existing standards of admission are high enough to exclude those who cannot make good use
of the experience.
2. Reasons for failure in the first year are not
always academic and many students do better after
their first year.
•    •    •
3. An unwillingness to brand the first year student as a failure at this early stage, being aware
of the possible harmful psychological, social and
economic effects.
4. The number of those failing under the present
system has now dropped sufficiently to justify such
a move without fear of filling the second year with
the incompetent.
*
*
*
IT'S ARTS-SHAKING!
U8YSSH
C. W. J. ELIOT
MARGARET PRANG
M. W. STEINBERG
THESE ARTS PROFS
WOULD THROW OUT:
• Christmas and tinal exams up to third year
• Compulsory language requirements
• Separate honors and major courses
THEY'D THROW IN:
• Weekly essays in first year
• Compulsory core program for first year
• Small seminars, televised lectures
LIONEL TIGER
Proposals would
overhaul faculty
A five-member committee Tuesday proposed a top-to-
bottom shakeup of the arts faculty.
The committee's proposals, which range from changing
the basic concept of arts education to elimination of specific
courses, are contained in a 43-page booklet entitled Discipline and Discovery.
The D and D report, distributed to faculty and administration officals on Tuesday, proposes:
•  A complete change in the
first-year arts program, including elimination of Christmas
and final examinations and replacement of the present five-
course option program with a
compulsory three-course "core
program".
• Elimination of the compulsory two-year foreign language requirement.
• Division of second-year
courses into four broad groupings — humanities, languages,
history and social sciences,
and fine arts and creative arts
—from which the student will
have to choose three.
• Elimination of separate
major and honors programs in
third and fourth years, replacing, them by a single 10-
course program.
DR. KASPAR NAEGELE
. . . chairman
First year main target
The D and D report is the
product "of five minds: Dr.
C. W. J. Eliot, of classics; the
late dean of arts, Dr. Kaspar
Naegele; Dr. Margaret Prang,
of history; Dr. M. W. Steinberg, of English; and Dr.
Lionel Tiger, of anthropology.
The committee was convened by Dr. Naegele more
than a year ago and the report was completed before his
death Feb. 6.
Acting dean of arts, Dr.
Dennis Healy, said the report
was intended to provoke intense criticism and discussion,
particularly among members
of the faculty.
Members of the committee
said they would not comment
publicly on the report until
faculty have discussed it.
The report, if implemented,
would make UBC a testing
ground for several ideas untried on a large scale.
The brunt of the D and D
report's criticism deals with
the first-year program and its
aims.
The prevailing philosophy,
the committee says, is to provide first-year students with
a general education and it has
been accepted for 50 years
that the system was providing
this.
However, the committee
adds, the best interests of general education are not served
by dividing knowledge into
several discrete compartments
(Continued on Page 2)
SEE:   REPORT mMmE UBYSSEY }[}jlp>ttantism  ic  a wnstf* ■
shed   Tuesdays,   Thursdays   and   Fridays   throughout   the   university       *^^ ■ ■  ^* ■   ■   %^ ■  ■ ■   ■ »• ■ ■ f *^ %rf "f  WJI  V*
mastery is the objective
Published Tuesdays, Thursdays and Fridays throughout the university
year by the Alma Mater Society, University of B.C. Editorial opinions
expressed are those of the editor and not necessarily those of the AMS
or the University. Editorial office, CA 4-3916. Advertising office, CA 4-3242,
Loc. 26. Member Canadian University Press. Founding member, Pacific
Student Press. Authorized as second-class mail by Post Office Department,
Ottawa, and for payment of postage in cash.
Winner Canadian University Press trophies for general
excellence and news photography.
WEDNESDAY,  MARCH   10,   1965
Students first
Discipline and Discovery, the report of the arts faculty
committee, has been dubbed, naturally, and perhaps unfortunately, the D and D Report.
Unfortunate, because, where "that other report" shied
away from conclusions, D and D is replete with them.
The conclusions should be startling, in some casse
dazzling, to students and faculty.
If implemented, the report would make UBC's arts
faculty a unique testing ground for new educational
ideas.
Yet, behind conclusions, which fill today's Ubyssey,
there lies a concern, not for change itself, but for producing better students.
And it is obvious that this concern is not restricted
to the student who will arrive here a freshman and
leave a PhD.
Proposed changes in first and second-year curriculum
would allow the student who leaves after a year and
never returns, to gain something more than preparation
for a higher-year course.
It is also obvious that the committee is concerned
with an ideal—that every student should have contact
with as broad an area of knowledge as possible.
Yet this idealism is tempered with pragmatism.
The integrated system proposed could be implemented
chunk by chunk — without any of the chunks losing
validity.
A calendar change could eliminate the compulsion
that each student take two years of a foreign language.
The majors-honors system could disappear tomorrow.
Lab courses could be altered easily so they would
provide education in scientific principles rather than
practice in test-tubery.
Many proposals will meet with the approval of students (who have, after all, been criticizing these things
for years.)
But the important approval is that of the faculty.
Faculty members are being asked to put a lot on the
line.
If they accept the proposals, they will have to learn
to tell first-year students: "I don't know." That's harder
than it sounds.
REPORT
(Continued   from  Page   1)
as first-year courses tend to
do.
To counter this idea, the
committee proposes essentially a unified program, called
a "core program."
All students will be required to take the core program.
The program will be divided into three sections, Man
and Society, Man and Thought,
and Man and Expression. In
each section, a student will
have lectures and seminar
groups.
The lectures, which would
be conducted by leading professors, would be attended by
1,000 or more students and
conducted over closed-circuit
television where practical. The
seminar groups would range
from 20 to 30 students.
Christmas and final examinations would be replaced by
direct assessment by faculty
of seminar work and weekly
essays.
"Because of the emphasis
on seminars, on writing, and
on class contact between instructor   and   student   in   the
first year, the latter should
become more articulate and
enjoy greater capacity for independent study than the student in his second year today," the report says.
In second year, the student
would be introduced to three
distinct disciplines while still
not being required to commit
himself to any one.
At the end of the second
year, the committee feels, the
student should know what particular field he wants to study.
In the third year, he will be
required to commit himself to
a particular field of study.
The committee feels that the
general education he receives
in the first two years will prepare him to handle any course
offered by the arts faculty in
third and fourth year.
In the upper years, the student will be able to specialize
in a particular field.
The committee says its aim
is to eliminate dilettantism
among students in the upper
years and forced commitment
in the lower years.
Here are excerpts from the introductory chapter of the D and D report,
explaining some of the aims and ideas
behind the committee's proposals:
A FACULTY OF ARTS is more than an ad-
•**• ministrative device. It gathers those
whose intellectual work, ultimately, is concerned with mankind, with the search for
understanding of both the varieties of human
nature and the institutional orders and products of culture that depend for their genesis
and their persistence on man and the company
he keeps.
Within a Faculty of Arts one should be able
to study human history and language, the
nature of the arts including literature, philosophy, mathematics, and the diverse spheres
of society from the economy to the polity.
One should in the fullest sense be free to
study human lives, sometimes one at a time,
sometimes the interplay among them, sometimes human accomplishments considered in
their own right.
"We want more students to be
met where they are."
This report is concerned with the curriculum of a Faculty of Arts, with offerings
by teachers, choices by students, and constraints upon both, all of which constitute the
program leading to the degree of Bachelor of
Arts.
We have become convinced that this program should make two requirements above all
else of every student: mastery of some sphere
of knowledge, and awareness of other areas
of thought and activity, an awareness that includes a responsiveness to the unique qualities
of other human beings and to those forces of
vigour and greatness that underlie and relate
all meaningful intellectual efforts.
The BA we contemplate will not dissolve
the questions: "What good is it? What can I
do with it?" These will continue to be asked
and to deserve answers.
The BA we seek will be "good" only if over
a period of four years it gives a student a fair
chance to achieve some mastery of a discipline, or to immerse himself in the study of a
field, be it Asia or the relations among nations.
For mastery there is no substitute. Dilettantism is a waste of time and talent. Indeed
within the confines of a Faculty of Arts, let
alone a modern university, the offerings for
undergraduates are so varied and so many
that we must guard against dilettantism with
its lack of essential seriousness.
Mastery, on the other hand, demands of a
student exclusion and commitment, and these
in turn demand circumspection.
"Students, on arriving at the
university, ought to learn of the
intellectual alternatives before
they make their choices."
We want more students to be met where
they are and in a later report an attempt will
be made to state where that is. We believe
that graduate work is an integral part of the
mandate of a Faculty of Arts and we see it
as continuous with undergraduate education.
For that reason, and for its own sake, undergraduate education must be as good as it can
be—for all.
Students on arriving at the university ought
to learn of the intellectual alternatives before
they make their choices so that the risk of
later, permanent regrets is reduced.
The alive mind, we submit, displays its
competence within this Faculty in at least
three major areas: we have thought of these
as the spheres of expression, thought, and
social coherence. We are aware that this core
cannot be -wholly contained within the Faculty
of Arts; science is a major form of intellectual
effort and must be part of the undergraduate's
learning.
Our program recognizes that in a university
there are disciplines, fields, and common issues. Disciplines have their -separate existence; they sustain careers; one becomes, and
normally remains for a lifetime, an economist
or a scholar of English literature. Fields of
study, on the other hand, are the shared areas
of several disciplines.
But common issues—the notion of style,
the categories of time or chance, the varieties
of human relationships—these constitute a
reservoir of fundamental questions. They are
the context of all disciplines and fields, not
something apart. By proposing that students
in their first year be introduced to these common issues, to the context of all intellectual
endeavour, we are not recommending some
passing acquaintance with many matters to
be balanced in the later years by a more specialized education in a few subjects.
The integrated program proposed for the
first year will provide a common educational
core not only for the students but also for the
members of the Faculty, who otherwise would
remain separated into departments.
Our motives and arguments for seeking
change should be fully clear when the report
is read in its entirety. In the study of mankind
and all that concerns mankind, we must deal
with the inwardness of events or patterns of
lives.
We believe that this intellectual task properly pursued will reveal the interdependence
of all areas of human experience—the connection between arts and economics, the social
sciences and history, the humanities and the
sciences.
As we observed earlier, this ability to see
one's discipline in the larger context of humane studies will make for flexibility, which
is increasingly necessary as changes become
more rapid and more radical.
Capacity for change is nourished by familiarity with the historic accumulation of
searching questions. We are bold enough to
suppose that the general education represented by our program of the first year will educate all of us who are members of this Faculty.
"We would regard successful
participation in this program
as equal to any of the criteria
that we presently use as a basis
for salary and promotion."
Though the members of the Faculty may be
convinced that what we have sketched for
the first year is a decidedly worthwhile venture for undergraduates and intellectually a
worthwhile investment for themselves, they
may still ask the unavoidable question: "How
will my career be affected by my participation
in this discussion of common issues? If I become involved, I may publish less, at least
temporarily. Will this fact be adequately taken into account?"
We believe that this matter can be solved;
and if it is not faced directly and adequately,
it will become a hidden, and hence effective,
obstacle to a free consideration of our proposals.
In view of the importance that we attach
to this general program for undergraduates
and for the members of the Faculty, even in
their professional capacity, we would regard
successful participation in this program as
equal to any of the criteria that we presently
use as a basis for salary and promotion.
In the spirit of this expectation, we hope
that our proposals can be soon adopted so that
the Faculty will have an interval of time during which it can prepare itself for the new
offerings.
Whether the Faculty accepts this proposal
or another, or whether it retains the present
structure, ultimately the curriculum must be
sufficiently broad and flexible to provide for
the needs of students from many varied backgrounds and with many interests and to permit the fullest development of their individual
gifts.
Our students, we expect, will be more cosmopolitan and sophisticated, more at ease
with the relativity of life than was true of
their counterparts in preceding  generations.
Although we know that many students do
not attend university to achieve the rigorous
objectives of the intellectual life, we have
confidence in their appreciative powers. These
powers will bring results, especially if the
possessors feel that enough of us care.
In this Faculty a student should learn the
value of a life dedicated to discipline and discovery and should be encouraged to seek it.
Our curriculum must express this goal. Wednesday, March 10,  1965
THE      UBYSSEY
Page 3
A freshman in '67
Brains groomed on the idiotbox
By TOM WAYMAN
Ubyssey City Editor
Here's what it would be
like to be a D and D freshman
in 1967.
You would have about
2,199 friends, since the D and
D planners estimate 1,530 students in first year arts, and
another 660 in first year education.
• •    •
You would have about 12
hours in class each week,
spread over 5 days, and
would be expected to put in
two hours of study for each
hour in class.
This time is split into two
weekly lectures in each of
the three core-programs (6
hours) and one weekly seminar of one-and-a-half hours
in each of the core programs
(4.5 hours).
Your seminar, however,
could run up to two hours if
your instructor thought the
class would benefit — two-
hour blocks of time would be
programmed for them.
How many eager faces you
would see around you in your
seminars would depend on
how many professors are
available to instruct.
• •    •
In theory, with an Arts faculty of 400, between 16 and
17 students would form each
seminar group.
However, the report estimates if the faculty elect their
own seminar to take on a matter of preference, their choice
would sway the numbers of
students per seminar to 11 in
the Man and Expression program (with 50 per cent of the
professors), between 16 and
17 in Man and Society (with
35 per cent of the profs), and
between 36 and 37 in Man
and Thought (with 15 per cent
of the profs).
The D and D report rejects
any possible policy of hiring
faculty according to the first-
year program's needs.
"The organic growth of the
university at all levels, both
graduate and undergraduate,
must continue to be maintained on more cogent intellectual
grounds," the report says.
The above figures for numbers of students per seminar
would represent the result of
full participation of the 400-
member faculty. The D and D
report lists 75 per cent participation as a minimum
workable number for their
proposals.
•    •    •
This minimum number
would result in 50 students
per seminar in Man and
Thought <aboul the number of
a large class in a normal Buchanan classroom), between
20 and 21 in Man and Society,
and between 14 and 15 in Man
and Expression.
Meanwhile, back in the
classroom, the D and D
freshman would receive
many of his lectures by
closed-circuit TV.
"The use of television is no
longer experimental, and
there is no reason to expect
that television will yield inferior results to present arrangements," the report says.
"Indeed, studies suggest
that it may be more effective
than traditional methods under certain conditions."
Conditions listed include
presenting lectures filmed at
on-site  subjects  such as mu
seums, factories, and computing centres.
"Films could be shown, and
plays and music performed as
part of the program of regular
teaching," the report adds.
"The essential point is that
for certain subjects skilled
lecturers, with a highly developed understanding of their
material and its communic-
ability, will be able because
of television to teach a large
number of students under
ideal conditions."
Freshmen would watch
these TV specials in groups of
275. Eight presentations of
each lecture in the three sections of the core program
would be given by four different lecturers repeating their
material at different times.
All students would benefit
from being taught electronically by the best professors in
Here are profs
who made report
The five-member D and D Report committee was formed
shortly after the Arts-Science faculty split in 1963.
The study is the major part
of a thorough examination of
the Arts faculty in its new
form.
Authors of the Report are:
Its chairman, the late Dr.
Kaspar Naegele, who died Feb.
6 at the age of 41.
Dr. Naegele was appointed
Dean of Arts when the faculty became a separate entity.
He graduated from, McGill,
Columbia and Harvard and
joined UBC's sociology department in 1954.
Dr. Margaret Prang, assistant professor of history, who
came to UBC in 1958.
She graduated from University   of  Manitoba   and   re
ceived her MA and PhD from
University  of Toronto.
Dr. M. W. Steinberg, 47,
associate professor of English,
who received his BA and MA
from Queen's and completed
his doctoral studies at U of T.
Dr. Lionel Tiger, appointed
assistant professor of anthropology and sociology in 1963
after receiving his PhD from
the London School of Economics. He received his pre-doctor-
al degrees from McGill.
Dr. C. W. J. Eliot, associate
professor of classics.
Eliot, a leading North American authority on Greek
archeology, received his MA
and PhD from the University
of Toronto.
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each field, says the report.
"There will be fewer of the
inequities now prevailing in
sections of the same course
staffed by instructors ranging
from distinguished professors
to fledgeling assistants."
Of course, it wouldn't be all
seminars and TV-sets for the
D and D freshman.
One written assignment
each week, plus special subjects are planned.
But one advantage of such
programming as the D and D
report outlines would be elimination of that term-end pile
up of things to do.
"Since all students will follow the same schedule, their
work-load can be adjusted
and co-ordinated by the supervision t committee to prevent
the crowding of essay and
reading assignments that occurs today," the report says.
'Must ease
the transition
A major concern of the
D and D committee is continuity of education.
"We do not want the undergraduate years for most
students to be little more
than a painful transition, as
though life begins thereafter," says the report.
It suggests that the con-
tinuities between high
school and university and
between undergraduate and
graduate work should be
studied closely.
Staff and Stuff
An elite production of The
Ubyssey coming to you via:
Mike Horsey, Dave Ablett,
Mike Hunter, Tom Wayman
and Ron Riter.
All agreed arts courses
should be overhauled, but,
that they be done so after the
aforesaid five gentlemen leave
the goddam place.
Remember, You have a date —
Thursday Noon ■ March 18 - Armoury
A.M.S. General Meeting
AGENDA
Frosh off Council ??
W.U.S.C. - is it worth $1.00
H. A. A. Awards
President's  Report
Treasurer's Report
Constitutional Amendments
Meet Your New Council
Auditor Appointment
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THE     UBYSSEY
Wednesday, March 10, 1965
System criticized
Report backs
common beefs
A briefcaseful of the arts students' pet peeves are targets
for criticism by the D and D report.
The  report tears  apart
traditional parts of the UBC fabric such as English 100, foreign languages, lab science
courses, the honors course and
present general program.
English 100 and 200 "do not
satisfy the demands of a general education in the middle
of the 20th century". It suggests a broader system of written assignments in all fields,
rather than just English.
Most students don't like and
don't want the foreign language courses, which are "not
an essential ingredient Of a
general education, there Is no
justification for requiring
every student to elect a foreign langauge and to study it
for two years."
Lab science courses are not
"the most cogent method of
introducing the sciences to students whose main interests lie
in other directions. Too many
of the courses . . . seem primers more in the techniques
than in the principles of a
particular science."
LITTLE IN COMMON
"The present requirement
of one course in either the
humanities or the social
sciences has no real meaning
because of the great number
of diverse courses with little
in common. The purpose of a
general education can never
be forwarded through this
type of requirement."
All members of the faculty
must share in the burden of
marking and explaining written assignments, "a burden
too long carried alone by the
members of the department of
English."
Students who fail a second
year subject "are unable to
successfully carry an extra
subject into third year." This
will not be allowed; any student failing two courses will
have to repeat his year, and
no one will be allowed to repeat the year more than once.
The D and D report says
the present distinction between honors and general program carries with it "and in-
herent and invidious implication of elitism."
"In general such an implication is unfortunate, and in
terms of a distinction between
the quality of education possible in a properly constituted
general course and a highly
specialized one, it is invalid."
NOT CONCERNED
The report also says the
present system leaves departments open to the charge that
they are not particularly concerned with the academic welfare of the general course student.
"Students in an honors program get special courses, small
seminars, and much individual attention as most concern
is shown for the process by
which professionals beget professionals in their own image
for the necessary tasks of continuing their work and extending knowledge."
The student in the general
course takes a wide and often
unrelated assortment of
courses in large classes, the report notes.
''This differentiation o f
treatment is unwarranted and
undesirable. Opportunities for
education should be more
equitable and distinction
should be in qualitative, intellectual terms only."
The honors course, however,
says the report, does provide
for training in depth at present.
It also prepares the student
for more advanced specialization leading eventually to' independent research and ultimately to a contribution to
knowledge!
The report says the present
major consisting of three
courses in one discipline is
lacking in depth and breadth.
"This criticism becomes increasingly more valid as the
individual course becomes
specialized and narrower in
scope."
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