Neglected Values in Higher Education: Needed Reorganization in Curricular and Extra-Curricular Activities to Provide Significant Experiences.
There is a general agreement among competent observers that higher education is entering upon an era of transition and perhaps profound transformation. In this period the educator must have a definite sense of the direction in which he wants to move. He controls and judges the educative process by constant reference to the direction in which he thinks education should go. If this is not done consciously and critically, then it will be done unconsciously and blindly. What sort of person do we want when we seek an educated person? What kinds of interests, attitudes, and abilities have we a right to expect an educated person to exhibit today? These questions, like all fundamental ones, are not supplied with fixed ready-made answers and rules that we can adopt as a whole, understand immediately, and follow in a routine fashion. Rather we must choose between studying values or drifting along without ever really facing the problem. There is an insistent demand on the part of educators, students, and laymen for more adequate attention to the fact that intellectual development should not be isolated from the development of the whole personality. In the reorganization of higher education more attention must be paid to the fact that the college student is not an isolated mind but a total personality. Intellectual development should not be isolated from the development of the whole personality. In addition to intellectual factors, personal growth depends upon physical, emotional, aesthetic, and moral factors as well. We must think of the student in terms of his health, intellectual interests, recreational habits, aesthetic tastes, integrity of character, ability to co-operate, and capacity to grow. Too many of our curricular activities rest upon assumptions of the