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Cambridge, Mass.—(l.P.)—Ed
ucator and psychiatrist Benson
R. Snyder, M.D., contends that
there's more than one path to
earning a college degree and that
a "hidden" curriculum regulates
a student's sense of self-esteem.
Dean of Institute Relations at
the Massachusetts Institute of
Technology, Dr. Snyder recently
visited Cincinnati to exchange
dialogue with President Warren
Bennis and students and faculty
of the University of Cincinnati.
Snyder, author of "The
Hidden Curriculum", a
compelling examination of
higher education, defines this
phenomenon as a set of
unwritten, non-formalized tasks
which must be mastered to get
through college -- or even
kindergarten for that matter.
"They are very central to
doing well and getting grades
although they may have little to
do with the formal curriculum,"
he said. What are "accepted"
standards of dress? Social
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(202) 387-5100
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1201 16th St. NW, Washington, D.C. 20036
(202) 833-5526
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1835 K St. NW, Washington, D.C. 20006
(202) 293-2710
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behavior? Academic
performance?
The "tasks" become games
students play to get A's. They
learn to express what the
professor wants to hear and, in
essence, they are testing him.
Snyder's aim is to get
educators to use the hidden
curriculum as a factor in planned
change. Otherwise, change is
only illusionary.
Snyder developed his
hypothesis while practicing
psychiatry at M.I.T. He noticed
a large number of bright
students spending too much
time -- rather cynically apple
polishing.
Bennis pointed out that the
cliche of many institutions,
namely: "All good inmates must
protect their survival." He asked
Snyder how these styles develop.
"What it takes to survive in a
number of higher education
institutions today is developing a
specific number of adaptations
to given situations," the M.I.T.
`" `
;,~
' /
"moden curriculum"
Dean responded.
"Many have no relation to
what you need when you leave
the there is a high risk that these
adjustments will be obsolete
outside." In breaking the
pattern, Snyder suggested that
the educational experience
should include an explanation of
the intellectual costs -- a
student must master his field
understanding the social
concepts.
"If students can find --
in-depth -- what the subjects are
about, they can better learn
their involvement with them.
They should be excited rather
than troubled," he said.
"Who and what should
change?" queried Bennis.
"Obviously, students, faculty
and administration must all be
involved. They are the ones
struggling with it," Snyder
replied. "If everyone doesn't
work on it, the possibility of
change is very limited."
He cautioned against
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a day for
6 months
to save
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indeed much higher than people of
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imagine. However, even the most
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they are not given a minimum standby
to start with."
DR. TONI HAGEN
Director
United Nations Relief
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Your check is your receipt.
small-scale experiments. He also
stressed informing all parties of
an experiment's success or
failure and why.
"Use ways of structuring
encounters between students
and faculty so both learn what
they don't know instead of
exposing what they do know,"
he suggested. Among possible
areas of improvement mentioned
were new methods of faculty
selection and tenure, grading
systems, and mobility for
persons working within the
institution.
"Many students are trapped in
a false dream," Bennis stated,
"having been told they have
freedom of ideas, education, and
turmoil. But, in practice, they
encounter great resistance."
The faculty is still the
"authority" and students often
"pay" for their actions, he
continued. The mixed messages
they receive "inevitably result in
a collective conformity, which
generates low risk-taking, lack of
Thursday, April 27, 1972
A Po co/
fo r
rb a Bookstors
A Real One,
or 'Reefus Gram'
Reef you!
Hey mother-reef!
Stick it up your reef.
Reef on you.
Eat reef, mother reefer.
Suck this reef steak.
Man you're reefed up. .
Reef it.
Reef this, reefer.
Up your reef, reef reef.
Reef you, reefer.
Reef me.
Reef this.
Mother reefin' son of a' reef.
Get reefed mother reefer.
This reefs reef.
This is really reefed.
You know you reef me.
You reef me all night long.
Good reef.
Hey reef face.
By the reef of Jesus.
For the love of reef.
Refus Becky.
God reef it.
Reef reef it.
You really reef me off.
Reef-off.
Reef yourself.
Reefed-off.
Reefed-up.
Reef.
Reefed
Reefer.
Reef.
A Circular Gaye
A circular game that gets more
insane .
And dutifully follows the trend—
A grim masquerade, a massive
charade
With neither beginning or end
A drama on stage refined with
my age
That keeps me locked up and
alone—
A part to be played, a myth to
be made
When silence is always my own
A me to protect so none will
reject
The person I laugh with inside—
A shell to maintain, a circular
game
That makes it so easy to hide
A love to express, a love to
confess
To one who won't open a door—
A time to regress, a fear to
repress
Not admitting to anything more
A moon is to wane as cloud is to
rain
As happiness is to elude—
And eye is to see as I am to me
As loneliness is to exclude.
trust and cynicism."
Snyder remarked that the
faculty becomes disappointed
because the students aren't
"involved" while the students
see the faculty as aloof. "I'm not
saying turn the university into
an encounter group," he said,
"but we have to provide the
student a way to mesh his
education with the rest of his
life.
"We (educators) want to
change the present system and
we want the change to be as
intelligent, insightful, and
sensitive as possible. Unless we
do, there is grave danger of
ending up with what we have --
two groups not effectively
communicating but having the
illusion that they are."
NOT LINE -944-1033