Western Civ program gets groans, complaints
(This is the second of a two part series on the Western Civilization program at KU.)
By PHYLLIS JONES
When the western civilization program was first established, most students liked it.
Kansan Staff Writer
In a March 1949, University Daily Kansan article, students commented that they found the required readings, "stimulating, interesting, informative and thought-provoking." They also appreciated the method of the program which throws the student on his own.
Comments were: "I'm glad we are being treated as adults. I like to read and think for myself with a minimum of outside help. I appreciate the training in analysis and integration of ideals which the readings require."
But, these words of praise have turned to groans and bitter complaints.
"It's a worthwhile course, but it has lost its value under the present setup," said Frances Robinson, Kansas City sophomore.
The most common complaint is that the course is too time-consuming.
"I spend too much time reading books that I don't care about anyway," one student said.
Other students pointed out that the majority of the discussion groups are unstimulating.
"We just sit and stare at each other," a disgruntled student said. "If the instructor asks a question, he usually has to answer it himself."
The relevance of the reading material is also questioned.
'No longer applies'
"It doesn't apply to us today," one student complained. "Who cares about Plato's Utopia anyway? We are more concerned with student rebellion and civil rights."
The major cause of complaint is the comprehensive examination.
Of the almost 3,000 students enrolled in the western civilization course, 1,000 have signed up for the exam, said James Seaver, history professor and western civilization director.
"We expect at least 600 to chicken out," Seaver said. "Usually 66 2/3 per cent of those who sign up actually take the exam."
Students explained that: "I didn't have enough time to study," "I just didn't feel like taking the test," or "I'm putting it off as long as I can."
Criticizing the exam, Brenda Marzette, Boley, Okla., sophomore, said, "The discussion part could be beneficial, but the comprehensive is not necessary. It's just plain ridiculous."
Another student complained about the length of the examination.
"An examination which lasts for four hous is not a true test of a student's knowledge," said Gayle McGee, Oklahoma City sophomore.
Scheduling criticized
"The comprehensive is near final week and I can use the time studying for other subjects," said Phyllis Stevens, Kansas City, Mo., sophomore.
Since passing the comprehensive is mandatory for graduation from the University, tension and anxiety surround the exam.
Jack Horner, graduate instructor for the course, agreed that the atmosphere surrounding the comprehensive should be eliminated, but is not sure how it can be avoided.
"The exam should be a learning experience, not an educational trauma," Horner said. "In that sense, something is wrong with it."
The instructor does believe, however, that the examination, "though brutal," is necessary
"It is difficult to get students to read the assigned readings without some coercion or encouragement," he said. "If you believe that the material ought to be read, there must be a means to get students to read it. If the comprehensive was removed, fewer students would read the material than presently do."
The registrar's office reported it has no official figures on how many students flunk the exam, but one instructor estimated "less than 3 per cent."
Published notes
A majority of students questioned said they resorted to published notes when studying for the comprehensive, rather than reading the books over again.
12 KANSAN May 9
1969
This method of studying is condemned by Horner. "This course is an attempt to get students to read the primary material analytically and critically," he said. "This is a fundamental skill which can be applied to any profession. But, reading the notes does not allow a student to think for himself."
One black student complained that the western civilization program totally ignores the works of any black man and the African civilization.
Questioned about his disregard for black authors, Seaver said, "We may bring in books by black authors, but, I don't think it will happen next year. We examined several books, one by Malcolm X, but we weren't totally satisfied."
With so much obvious dissatisfaction with the course by both students and instructors, what changes, if any, are being proposed?
"We don't want to destroy the western civilization program, just revise it," Horner said. He said a group of instructors had specific changes in mind.
'Should be interpretative'
Secondly, Horner believes that the course is too fragmented. "The students do not have the context in which to understand what the author is saying," he stated. "Personally, I propose looking at western culture in its totality at one time rather than in parts. That is, for one period of time, read about philosophy, history, sociology and so forth."
First, the nature of the comprehensive should be altered. "It should move away from its present conception of a data to an interpretative test," Horner said. "Students should be required to think, not regurgitate facts."
Student suggestions ranged from the absolute abolishment of the course to a revision of its structure.
"I think the books need to be updated so that they would apply to now," one student said. "I would like to read books by Martin Luther King and John F. Kennedy."
Another suggested that a lecture class should be added to the weekly discussion. In addition, more emphasis should be placed on the details of the readings in preparation for the comprehensive.
Lecture class
"This would prepare us more for the comprehensive," said Mary Ish, Rockford, Ill., sophomore.
"In this way, some of the pressure would be eliminated, and the exams would be shorter," reasoned Phyllis Evans, Columbus, Ga., sophomore.
Since the western civilization program is divided into two sections covering both semesters, a student suggested that an exam be given at the end of each semester rather than one exam at the end of the year.
Seaver explained that this was done because the department felt students weren't "getting enough depth in the books and not the full flavor of the author."
Some changes in the program are presently occurring, Seaver said. "We have changed some of the readings for next year. The student will read fewer authors, but more works by each one. For example, he will read more books by Plato, but none by Aristotle."
A readings committee composed of the graduate instructors instigated changes in the reading material with the final decision by a faculty committee.
Several experiments are being considered for the program, Seaver said. A radio program with a discussion and debate of each week's readings is in the planning stages.
'Not enough depth'
Next year, in answer to student requests, an experimental program is being conducted in North College. A lecture course with two discussion periods each week will be held for a limited number of students.
"If these students do better than the other students enrolled in the regular weekly discussion, we may make more changes," Seaver said.
Even with these few changes, disapproval of the program is widespread.
The only favorable comments were: "I got one thing out of the course. It has given me a chance to think and to communicate with other people." "At least when I hear the name Plato or Machiavelli after graduation, I'll know who he is. I'll have a certain amount of self-satisfaction knowing I read something by that author—even if I don't remember any of it."
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