The gamecock. (Columbia, S.C.) 1908-2006, January 26, 1976, Page Page 10, Image 10
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?