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• Attitude toward the undergraduate

None of them dared to express it, but every
One of them felt, in his heart, that if a way cocould be found
Nurturing the timid dream of his own potential greatness which he
Brought from his family and school, if somehow he cocould tie on to
Greatness in the Faculty and the administration, then his dream might be
Coming out differently.

No one dares to express it, but everyone thinks that in his mind, if you find such a method, he is able to cultivate the greatness of the individual he brings from his home or school from a timid dream, and in any case, he can stick to that greatness in all faculty members and administrative departments, then his dream will be realized differently.

Attitude toward the undergraduate

Suggestions for college graduates

My first proposal concerns the attitude of the university towards
Undergraduate.
My first suggestion is related to this suggestion on university education for college graduates.

We find that in other areas in modern life, the attitude toward
Individuals is changing very, very rapidly. Thus, coming into
University from industry, one is surprised to see that entering pupils
Are treated as young and immature. to anybody on the outside it is
Self-evident that these boys coming in are not boys. It is
Self-evident that these men coming in are men. These are the ones who,
At seventeen, wocould have been fighting the bears in the caves of old:
Who, at seventeen, wocould have been diverting the streams that came
Flood their nomadic valleys.
We find that, in other aspects of modern life, this attitude towards individual changes very quickly. Therefore, when I came to the University from the industrial field, one of the surprises was that what I had instilled in primary school students made them
Young and childish things. For most people outside, it is self-evident that these boys are not boys. Obviously, these men are men. Who are at the age of 17, will be like in the old cave
Fight with the bear: Who, 17 years old, will be happy like a creek flowing through their teak area.

The fact that civilization is becoming more intricate must not mean
That we treat men for a longer period as immature. Does it not mean,
Perhaps, the opposite: that we must skillfully make them mature
Sooner, that we must find ways of handling the intricacy of our
Culture?
In fact, culture is becoming more complex, but it does not mean that we are immature to people in a longer period of time. That means, maybe, this is relative: we must be skillful to make them mature faster, and we must find ways to deal with the overall complexity of our culture.

Now this error in attitude -- mistaking these men for boys --
Permeates the whole schlastic domain, permeates it so thoroughly that
It is hard for anyone within the domain to recognize it.
This wrong attitude-think of these men as boys-is full of education in this school. It is hard to get to know this in the absence of a field.

What do I mean by saying that a man is treated as a boy? I mean
That he is told, the moment he arrives, that his secret dream
Greatness is a pipe-dream; that it will be a long time before he makes
A significant, personal contribution -- if ever.
What do I mean by treating a man as a boy? I mean, when he arrives, he is told that the great point of his dream is a nightmare; then he will make a meaningful journey after a long time, personal contribution-if that was the case in the past.

He is told this not with words. He is told this in a much more
Convincing way. He is shown, in everything that happens to him, that
Nobody cocould dream that he cocould make a significant, personal
Contribution.
He was told that this does not mean anything. He was told that this was proven in a lot of convincing ways. He was instructed that no one could think of anything that happened to him as he could make a meaningful personal contribution.

He is given courses, he is instantly given tests, and he is given
Examinations. Now I ask you, if this is preparation for life, tell me
Where, where in the world, where in the relationship with our
Colleagues, where in the industrial domain, where ever again, anywhere
In life, is a person given this curious sequence of prepared talks and
Prepared questions, questions to which the answers are known? Where
Again is he ever marked in this way? Where again is a structure
Authoritarianism masked by the genuine friendliness of the Democratic
People who are his leaders? Where ever again is a person brought
The Day of Judgment every single week?
He must take the course and take the test and test immediately. Now I ask you, if this is a rehearsal for life, tell me where, where in the world, where the relationship between students, where in the industrial field, where in Zeng
After what happened in your life, some people have asked you to speak in such an odd order and ask questions. What are the answers to these questions? The repeat is that he was recorded in these methods.

One may be inclined to say: after all, it's just part of
System. But consider this: The first thing a Mark tells you are whether
What you said is true. When the specified sor says, "Hand back what I
Said, "the parameter sor is telling the student that what he,
Either SOR, said is true. Now the role of science is to be systematic,
To be accurate, to be orderly, but it certainly is not to imply that
The aggregated, successful hypotheses of the past have the kind
Truth that goes into a number system.
Some may say this: after all, this is only part of the system. But with this in mind: the first thing is a mark that tells you whether what you said is correct. When the professor says, "I am working with this," The Professor is telling this
Student, what he said is correct. Now this scientific law becomes a system, accurate, and orderly, but it does not mean this whole. The assumption of success in the past is that truth is entered into a computing system.

If we wonder why so few pupils keep ve the university system in
Country today -- keep ve to come out asking the right
Questions, feeling free to question the authority of science although
They have mastered the techniques -- I suspect it starts
Here.
If we suspect that so many students do not go to college in their current hometown -- escape and ask questions, feel the freedom to think about scientific authority and ask questions, even though they are already proficient in these technologies, I think this has started here.

I say that our system of tests and grades, as it now exists, is one
Source of the low yield of great men from our universities.
Marking System is a traumatic experience from which most students
Emerge with a deep determination never to get into a situation where
They can be marked again. They just won't ever again take
Chance.
I said that our testing and scoring system is a low-level product of a great person in our university. This recording system is a traumatic experience that shows from most students that they never enter the circumstances they can record with a firm will. They just won't get another chance.

Another example of the attitude toward these incoming men is
Honor system. In this survey of schlastic enthusiasm that I mentioned
Earlier, there is a good deal of discussion of the honor system,
Its use in other colleges, and of whether or not we ought to have it
At M. I .t. is it too much to hope that an unsupported red undergraduate
Body wocould need no login ing system, even that of its own "honor "?
Another example of how to treat these incoming men is an honest system. These tests, which I proposed a long time ago, can stimulate people's enthusiasm. We discuss how to use them rationally, use it in other schools, or whether to introduce it to M. I .t. Is there too much hope that an inspired college student will not need to constrain the system, as long as there is his "honesty "?

One feels, when among our young students, that they are honest and
Honorable and full of ideals, that they come to the door of our
Universities with the dream of being our colleagues; that if we cocould
Provide them intimate leadership there wocould be no discipline to which
They wocould not subject themselves and no task so arduous in
Pursuit of knowledge and science that they wocould not exist te themselves
Fully to it. But if we imply, as I believe we do by our
Present attitude, that we do not have this kind of faith in them, then
Their own strength wanes and they cannot believe the best
Themselves. What then shoshould our attitude be, and how might we express
It?
Some feelings: when the young students around us are honest, have a sense of honor and are full of ideals, they will become our students; if we can encourage them to build leadership, it will not
Discipline imposes constraints on them, and there will be no task in the pursuit of knowledge and science, and they will not devote themselves to it. But if we imply that, as we believe what we do now, we will not believe this.
They, then their strength will be reduced, and they will not believe that they are the best. So what should we do? How can we express it?