Student frustrations emphasized
BY SUZANNE ATKINS
Kansan Staff Writer
The frustrations felt by college students all over the country welled up in Washington, D.C., last weekend as 14 leading advocates of institutional change joined the American Council on Education's Special Committee on Campus Tensions (SCCT) in their investigation of the causes of campus unrest.
Most of the administrative, ideological and psychological shortcomings of American universities that have been pointed to before were held up again to committee members.
The student guests of the committee attacked those things which are so deeply enmeshed in the fabric of American society that their removal is sometimes despaired of; they condemned American universities' complicity in reflecting the injustice and inhumaneness which they felt are unfortunately too common in this society.
Rick von Ende, Abilene, Texas, graduate student, is a member of SCCT, which will meet monthly and will publish its findings in a report to the American Council on Education.
KU's "progressiveness" in administrative-faculty-student relationships was complimentarily displayed against a backdrop of "fantastic campus bureaucracy" at some other colleges and universities. Von Ende said students elsewhere are looking toward KU in wonder with a desire to adapt KU's government to fit their own situations. Unfortunately, von Ende said, many of the participants felt that the trustees or regents of their school system were not as open to these sort of changes as the Kansas Board of Regents has been.
In addition, the stories students told indicated that the "deeper-
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sanalized" university is not a myth; indeed it is sometimes possible to ignore these complaints in light of the administrative cooperativeness and academic imaginativeness that usually prevails here at KU.
Von Ende said 75 per cent of the appointments W. Clarke Wescoe made in his nine years as KU Chancellor were with students—but he told of SCCT participants who reported that even student body presidents of at least one prominent university sometimes waited for as long as four days to see the university president. Some participants said confrontation tactics were the only effective immediate rejoinder.
Curricula requirements and procedures for changing them at some universities are needlessly lengthy and inflexible, some felt. It was reported that at one university it is impossible to phase out an eliminated course in less than two years, and inertia in implementing experiments in education is large. Just a sampling of counterexamples at KU are the College-Within-A-College program and the seminar-discussion classes which can be incorporated into the curricula by any industrious student desiring to do so.
At a workshop of the SCCT meeting students strongly pointed out the need to distinguish between constructive turmoil and destructive unrest. Too much quieting of conflict, some said, is unproductive and repressive.
Much of the workshop discussion focused on the acquisition of student power. Some participants were discouraged by the vicious circle engendered by administrative concentration of power and resultant student failure to recognize and use the power they have. Some said faculties are more able to affect reform than administration; some said trustees are a divisive influence and are destroying the university.
Students lashed out at the elitist philosophy which the university system perpetuates; the universities, they said, emulate prestigious schools and by their
actions downgrade many occupations in which a liberal education is not a necessary tool. Some participants advocated the sharing of university power and prestige with other institutions and student determination of where the credit should lie. It was suggested that the social implications of a subject should be taught in conjunction with the subject.
It is interesting to note that in at least one subject taught at KU computer science—this practice is followed.
Black power and female power proved to be two of the most frustrating topics to the participants.
Black education, it was said, has not addressed itself to the production of goods and people as raw material for society's needs; blacks have desired education in service to the people of the community. Advocates of black education challenged an over-emphasis on the rational processes and stressed a need for development of intuitive learning.
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Society and the educational process "brutalize" women from birth by channeling them into the careers women have always followed, it was alleged. The colleges have been male-oriented, and there have been few female models of distinction for women to emulate.
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There was some discussion of the possibility that the spring may find colleges and universities ready to "blow open." So many of the reasonable requests of students have not been considered that the frustrations students feel at being ignored or repressed
might once again vent itself in confrontation.
Von Ende said he feared Congress is on the brink of producing legislation repressive to colleges. He said it was essential that the causes of violence on campuses be brought before them.
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