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Pape stuck We would like to ? student who informed turn over part of the n school, and the reperc the Biology Departmc We do not know whc , not important to us. B called and told us whai known about it and w last Thursday. While a newspaper < publication of facts an which decisions are m made more carefully { ic holH nn f a 111-? 1?/-? o 1 kj IIV1U up tv puuiiv o It is our job to inforr university, unfortuna everything that is g situations and events < This is why we n something that you fe us. Our most vital soi your cooperation in forming everyone at [The Gamecock^ I LCI I C USC not so student rep To the Editor: I can honestly say that I the road to becoming on finer institutions of lea America. Our President has giv< time and thought to such ] as the USC-ACC issue. I Patterson knows that consideration and res; actions on such issues bre higher education. President Pattersoi realized that a small amou time should be devoted insignificant and inconsi matters of the college. Why should he worry al sinecure matters as 1 uepm uneiiuii ana pn problems, working with I insure that the best professors remain at 1 striving to create an j atmosphere at Carolina? As a student who appre< superlative efforts of Pal pan pvorv Hopont i - " J "VV""V I at this university leaving return! But, that is not al tobacco on Tabacco Road attract other good prof< teach here. In conclusion, I must President Patterson ca given all the credit. Alsoc r want mt hel| extend our thanks to the I i us Tuesday night of the pi i_ - ? * - - - ew Dioiogy Duuaing to tlie rr ussions this decision was ha' jnt. > this student is, and her idei ut the fact remains that had i t was happening, we would nc ould not have had a story a does not affect change by its* d events changes the atmosp lade. These decisions appea ind more critically when a si crutiny. n you as to what is happening tely it is impossible to knov\ oing on. We cannot inve which we have no knowledj Leed your help. If you k el is important at the univers urce of information is you. \ order to do an effective jol this university. SIMImSM MHaaHHMHHHMHMBMnnHBHi >rs... i I credit is the meddling 1 OOCf of this harmfully co ! state. I hope the peo IIGS sible for our greatness r they are doing to the U South Carolina. JSC is on ? ?? - miciiati James iviazzo e of the rning in .. Russell Hoi en much . problems movies are 'resident nnncfhlo T? the Editor: ponsible t ... * . , , f. yj 11 ouuuajf 1 wcui lO 5 eas nnei Russen House T film and sound track n also synchronized. On Ti int of this movie was obviously 01 to the On Wednesday the soi equential distorted it was barely bout such , handling PeoPle may rera?m Dfessorial Greco style elongati raculty to figures in Ophuls' "Lo possible or s^ygian quality LJSC and Year at Marienbad",' academic tended by the directors specific instances, but b een botcheries in the nates the *?o numerous to menti< terson I responsible, the proj professor incompetence or the < never to 1. All the Myself and many ol could not be more than curious issors to when, oh when will the rectivied? say that innot be A frustrated movie-go< leserving R,|C- Scott ians to ledical ving in she not __ ~ )t have ^ bout it elf, the herein // r to be tuation I at the /jk g* ** r about sr\ I 3 stigate se f re at now of " 8 1 iitv. tell _ . _ , ?- Uy Kevin Lewis ve need Editor's note: * 3 of in- Department of Rc in religion and ct This is a coi eumspect) free i pursuit of truths, which fear of cor ^ seeing the light ol BHRH this candidate fix W H W What are the h upon his physics ^ male and female? any kind be tolen Can it, with qua Well, you have The point is n< together or play { occurence of this limits and possifc egislatlure are another. Myi nservative concern for buildi university comn pie respon- natural exchan ealize what members of the I niversity of Proposition (in ward as an it] relationship is a ne privileges and i misuse, it demar analogous relatioi i'Sc. Problem: how an/1 at (ho cjma t Ub HIV OMUIVy V DO Of* entering into f r WUI encumbered rela The risk is real seductive, so car ?ee a movie human beings, th heater. the other-sometimes : were not worse. jesrtay the (1) Gestures ca it of focus. party or by both ind was so (2) The exploit audible. vulnerable or < (student as nigf poisons a relatioi ber the El (3) This and ?" ** down on behavii ia iTxuiitco siders "scandalc I of "Last proposition (r both unin- learn more easi . These are when we are abl there have dramatic interpl recent past ideas with which >n. What is in work and pla lecnomst s equipment? Speaking for n teacher this sort ,, it stops short of ir thers would teacher and stu \ to kn?w- themselves to th situation be 0f teaching need to reconcilc preserving ties er strations of mut fection ? enter : +i in^ni ' UM VI I I ions hit ?f tevin Lewis teaches in iligious Studies. He speciali liture studies. nmunity dedicated to (< speech and the disinteres Surely there are no issi itroversy should prevent fr [ day. I would like to retrii \m (ha nlrtonf /ill I.IIV V^lVOVl ounds a teacher should pi; il relationship with studei Can a physical relationship ited? Should it be prohibite lifications, be recommendi to see what I mean. )t really the couple who 1 ?ames Fantasies anrl ? ? extreme are one thing, lilities of acceptable behav interest grows primarily ou ng a healthier, more reward lunity by stimulating m ges between students i faculty. which the writer comes I lealist): the teacher-stud sacred trust. It offers unii -ewards, it is vulnerable ids respect. I can think of nship with which to compan to be a respector of this tr ime, explore its possibilities uller, more involved, ri tionships with one's studen If knowledge itself cart i emothional experience. J ank God, are attracted to e for better, sometimes tn be misinterpreted, by eit at the same time. ation of the more emotion) 5f the politically oppres ;er) harms both parties ; nship. ny other university must c? Dr the larger community < us." low as an existentialist): ly and with more enthusii e to observe in our teachers lay between a full life and that life is creatively absoi y. myself, who has for a goal i of openness and engagemer waded privacy ? I suspect I dent will need to accomo< e ties of trust which make and learning possible. We j ourselves to the exigencie of this kind: physical den tual respect, concern, and risk. Epp )L06Y )?ET -y \ f-teacl ds bad . But generalize e member of this ft student is differe unique destiny o . And each separc ted develop in a wa interests and ne< om rroposiuon in BVe portant, for the comfortable witl ace now bri(]ging th< t us or now presei 0? back and forth ^ formality of appi want to avoid ambiguity of th< 1 motivations are add Circumstances the worry this issue f 'ior away. uccasio t of Personal growth ing healthy respect ore impulsive in on ind balanced by an < integrity of the c for- A male studen ent whad long talks on que somewhat nervoi to come to say good no and is on the brii i it Jihsolutplv sprini ust him. I want him ; by tell him what I t isk- arm lightly as li ts ^ A female stud< vnfl to pick up a pap ...1 4^ 1 ach wnai t? nuppeinn for and the tears c< good, I think, bi her hu6? Yes, defini I am playing r ally student more sed herself than I. and ween points. I kind. I think abc ?me Are there woi con- education is con (and for studer we upon it, at least asm problem is univ the work to define the ground upon wh bed t0 be built. Maybe this is a defensible aims it ? as possible, so that those aims. If 01 late total growth (p this but emotional i ?ai21l Oinn Irnntiilnn n Will niivfTTlllg CI s of surely one must ion- one's students, af- level. The me change demant , ICI 9 itions are impossible. Each iculty or of any other and every int. We are each subject to the f our respective personalities, ite relationship must obviously iy which meets the individual eds of the involved. ow as a pragmatist): It is im sake of education, that we be i each other. This may mean i physical space that separates -ving it. It may mean shifting i between formality and inroach to each other. Many will altogether the discomfitting 3se physical gestures in which mixed or unclear. nrnmnt mn fnr nnp thmioh tr? r-w"v,? v..vv.5.., ^ urther. People, others, won't go ns for decision proliferate, is a categorical imperative. A for the spontaneous and the eself and others needs to be emphatic regard for the moral ither's growth as an individual, t knocks and enters. We have i other occasions. He sits down, us. as usual, and tells me he has bye-he is dropping out of school ik of committing suicide. He is is. I have a rush of feeling for to know he is valuable to me. I ell him, but all I do is touch his le goes out the door. snt I have gotten to know comes >er. Her voice is wrong. I ask g. She has broken up with a guy >me as we talk. The talking is it doesn't she need a supporting itely, But, I decide, not from me. acquet-ball with another female demonstrative, more sure of She pats me on the behind betdon't object. I don't return in >ut it. I learn something. 'kable guidelines? Respect for tippfpfl \I7ifh rocnn/t wvvvi fT ii.il t iui i^av.ui;i o its) but perhaps not dependent not in a dogmatic sense. But the ersal. All human beings must and accept themselves and the ich relationships with others are Will Wftrlf (Iptormina nna'c ..... t. va amiaiv VHV ?? as an educator and then, as far act consistently as to achieve lie's aims include the fostering of rimarily intellectual, of course, and, in cases, "spiritual," too), is one can one's own limitations, : embrace the risks of relating to when appropriate, on a physical aning of reciprocal human exIs it. No?