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Catalyst

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Material Information

Title:
Catalyst
Alternate Title:
Catalyst (Vol. 5, No. 18)
Physical Description:
Newspaper
Creator:
New College of Florida
Publisher:
New College of Florida
Place of Publication:
Sarasota, Fla.
Creation Date:
February 21, 1969

Subjects

Subjects / Keywords:
History -- New College (Sarasota, Fla.)
Genre:
newspaper   ( sobekcm )
government publication (state, provincial, terriorial, dependent)   ( marcgt )
College student newspapers and periodicals
College publications
Spatial Coverage:
United States -- Florida -- Sarasota

Notes

General Note:
Four page issue of the student produced newspaper.
Source of Description:
This bibliographic record is available under the Creative Commons CC0 public domain dedication. The New College of Florida Libraries, as creator of this bibliographic record, has waived all rights to it worldwide under copyright law, including all related and neighboring rights, to the extent allowed by law.

Record Information

Source Institution:
New College of Florida
Holding Location:
New College of Florida
Rights Management:
Before photographing or publishing quotations or excerpts from any materials, permission must be obtained from the New College Archives, and the holder of the copyright, if not New College of Florida.
System ID:
NCF0001715:00137


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ignat s. r, >undati n spokem n id, ,'S"oftll swon fd>w 11psfrom r duate ,chool s v.bile th remaindu wer gi en upport by funds from th f I.IJldation, which h the SSJ>l c ofth F td fow.dati n Fift <'n regional s 1 tion n inc s cho e the Woodrow Wilson d ill of whom wcr orignomw ted by their colleRe professur.>. Afterb lngnominated, candidates wer invited to submit theu redenti als, including conegc tr cripts, leHcrs of recommen dati n, -.nd a 1,000 words tatement of their interests. Committees next read the com pleted and selected the stronge$1 candidates to be ir:avited for interviews. After the inter vjews. the committees selected rhe Woodrow \\ilson d e sigr:aates an::l those to b e given honorable mention. A total of ll New Coll ege andergraduateshave been award e d fellowships or were selecte d as d esig nates. Another 13 h a v e been selected for the honorable mention list. ou Les Gnuges'l BOY EDITOR HITS THE BIG TOWN A Big "A" for the Big Apple. All swell. Book publishers are mostly tnu.ae. City iJ big, cold, & windy b l'U make it. Three houn after 1 goth r I s.aw lre:ne on Broadway & Z2nd. cltinking too mud!, S<:otchetfor lunch, wine for diPner Beer all night. All in all evalu ation: flippy. Tell everyone hello. I hope to have a job and my own place w/ ill a week. Will write real letten before long. Paul P S Is Moody there? I was sure 1 saw him sitting on a file cabinet at Bantam Books Aarr,Vili. r----------------, WANTED E D OR ALIV PAU KRASSNER t I I I t t t t I I I t 000 t EWARDI t r w "" t Dr. Miller le31' s y for a confer nee Ol'l th Flrst Y r Coll g Expencncc at Bard inN. Y Discussed, but not passed were an am ndment to the Guest Rule and one amendmenl to the SEC Modes of The SEC was asked to take action on the ca;e of Max ReiC. It was felt that Max was a con.tributi ng me1nber of the college com munity by many, notonly Student, but also some faculty members with whom Max had sufficient volvement to allow them to form such ;n opinion. Max, whose let of 1 ast week appears in tbis Catalyst, wished to pose a question, a challenge, perhaps, to the illstitu tion on his proposed status as a pay ing boarder, a non-degree, but not unintellectual, not uninyolyed member of the commUPity. (this last by testimony not his own) 'fh1, SEC' s action on this case seems mo-re of a shame that the actiOil.S of Charles Harra. whqm.nobody exexpects to do morethan take note of a red mark ill his Ledger, in re astudeat, more of ashame than the faculty action, inflexible perhaps, but in keeping with their bead!elt bardline on academic Requ.i.rements. The SEC, w1th professions of a de sire for more "power'' i.e. respon-CAMPUS CALENDAR Thursday, Feb. 20 Coff e for visiting guid:nce coun selors from New Jcrs Y; 2:30p.m. By l n vitation. Forum: D r. Dylvonus Duvall, former professor ofsoci:i s iencc and religion, CeorgeWilliam College, wlllsp akon"',Vhat/\ff.WcGo g to do with the ChW'Cb?" Advanc t gistration through the OSP. 6 p.m., Private Dinin Room, llton Cent r. Feb. 2l Ad Libitum for f.tculry .Uld staff; 4: 0 :00 p.m. out.b H:tll. Fonun: P.1ul hras'
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Pa g e 2 continued from last week che /\t the enaof the m.:cting my clloiccs appeared to ne: pay the money and stay in school don't pay, and re -apply as a Special Student (and maybe not get arrlmittcd); don't pay and get expelled, and stay until they try and make me leave, aJid then stay. I wasn't sure what to do, but by the :next morning I waoted not to make a big deal of myself enough to tell Mr. Harra honestly that I intended to stay in school and pay the money I owed. That evening, I found a letter in my mailbox. It said: I understand that you raised several questions in today's College Council meeting and if I have a correct understanding of the questions, your position is inconsistent with our understanding at the time of your admission, If you will remember, I indicated that unless you wished to be a full time degree student and could finance your education, the Admissions Committee would not give 1erious consideration to your applica tion. Also, you should know that the Special Student category is rather narrowly defined at the moment, and since you have raised an issue publically without first talking about an interest m Special Student status, it may be a dead issue. (signed) Robert J, Norwine For two reasons, the letter interested r.1e. First, it honestly implies that J am an identurcd servant here. And indeed, by the letter of the law, I am. What I have done has been to put in Jeopardy that idea, that we are here as a privilege that can be taken away, on which the economic institution New College rests, Because I raised an issue publicly, a &ituaticm to turn hassles into "private" ones, around which no mass support can build, What if all the people here on RAP, or up for academic review, or all the "private" individuals who don't requirements, were to find one another? Because of their common condition, they would become a "public" and a dangerous one. So again, Mr. Norwine has read the situation correctly and acted accordingly, be trying to isolate me. In response, I am making his pri-vate letter "public" because I think channels of communication should be public when the issue is public. But that letter amused me more than it influenced my decision. Until yesterday, my birthday, I had intended to Just pay Mr. Harra and shut up. It was the reading I got from sampling my life on my 21st birthday that made me realize that by paying, I would not be making a decision, just putting one off. Thursday afternoon, walkingwith Kitty in the open fields 5ehind the barracks, I looked down and found a piece of string. And wished it to be a kite. And pulled it, And lo and behold, a hundred feet down the field a kite JUmped up in the air and rose like a genie way up. IT WAS A KITE BECAUSE WE WISHED IT! Friday while the sun set, we had a picnic. Twenty-five of us, sitting on Dave Ross's parachute right by the bay with food and drink straight out of a French movie and waterbirds entertaining, and balloons. Saturday, in the early morning mist, Jon Esak gave me a gift, a book of ancient philosophy which he treasured. As we stood in the courtyard, watching my illegal dog standing under a miniature tree eyeing a cat, the whole scene out of a Chinese painting. AndSundaythe Swap-Meet, the idea Ed brou" :,t back with him from his travels (Ed whom we met in Washington DC and who came to see us because he lil
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14 POl 1 U. ,. t.N lu tata'...,. WloontJied..t loottiMirboT fJioC by Mic:hMI Horowitz Hwmg adopted the e.-.luatlon of modern culture advanced by his spilituM rnen1Drs T .S. Eliot, Ezra Pound, and Jacques Maritain, Marshall McLuhanat some point in his careeratt.ecftrisoutloolc. Hecarnato realize that the direction of modern culture wes towwd rather than !JWay from value: "I -. .. Ia ,...,_t WeLallu ill 1964, "iil "-da, bebiN, and ....u........,., tile "-icall ... cledond .. ... ..... calpt ............ o.c. 1M lud of .. .s.. II p10fouadly 'Ill .. Willi UlopeullndilioM of food uot llile ud t. WMt &II 8YUIC#de PIO.,_ f .. tM 1924 expalriala io DOW the ... Mcluhan cites two elements in the direction of social behwiol' ; 1) "lnvolvemwrr"-tM dynemic of 1M indi11idllal being dr-n inro rhe com munity Trib.t f7IMl Ills rwrned and the h contncted into a global viii which Is irwolw!d with M .. WI hlllle bOml if'ffiiiOCIIbl, 110l'lld wlrh HCh otMr. 2) [Nprh of aw,_ -rhe in nature of the concn ofiCII focused The npirBtion of our rime for who/ m f>lthy df!pth of e Mturtl l diunct of electnc t:hn W& e,. suddenly ager to have nd pNJ!e decl1r1 themselllfll tOtally I' view the Pre-Gutenberg Age of emotive tribalism, The Gutenburg of lhallow individualism, end the Electric Age of Re emotive R tribalism. The historical pan.n is cycllcM, not Electric communications media hwe upon a revivalrather than reform-of 10eial The Mcluhan is that technical progre5S brings IOCial regression ''The charectw of electric technology plays the disk of film of Western man back ward into the heart of tribal dartcness into what Joseph Conrad called 'the Africa within Technology is the agent of our Social Return The historical overview of MarshMI MeLLI han is bued on historical fiction. It is assumed that the Gutenburg prwss Mer mined i ali ial lor. The its first Bible, could not have been feltunti11456. Ylt there is evidence of the individualist 1456 the ,, .,. ... I I And th t 's j ine caus you don't car anyway. 11ss i d mey r lls you a noun iJ 11 person, pla e or thin So I t it be. You d n' iv a rat's us. Th important thing is to pl h r. Ba k in kinder arten, you fo d out that t he o v lov childnn who and in nice straight lin s. And that's where it's been at eversince. o hing ch a.ng sexcept to get worse. School b omes mor e 3.11d more obviously a prison The mythology, moreover, taNrted with religious nrferenc:e In sectiOn on cornpu111fs, Mcluhan declares : The computer i n tlwrt, promiby technology PWir:ostM tndition of uniwllwl undenundingand un ry. Moreover, the Thommic i e on integrality end universality imbues the Mcluhan ulos with a d istinct Cathol ic character Comments Edwirl Diamond : McLuhMJ with obvious approval cool mtlf1 in tribal world of fuH .,_, involvement and fTOUP pa-ticl pation. It #e fitvation t/18t the O.tholic McLuhln fintk not unlike the rich liturgia/.rvk:ofhil ch!Vdt. 1 ndeed, the condBmnation of Gutenburg Galaxy be _, a variant in the Catholic refut.ationl of the

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Pa e 4 oaocoeocooo Me ... ... Ivan Him ..... Moody Underhim. K (where?) Them .... Frank Davidb HeadthemJackdl POsthwn. Madden Glyphiths Ross K lBMiths .. Marian Cleary Weislocher Tatjana Artith .... Gregb DerleebeeluvidSM Martyr ... Colleen Undertaker. Lee The Catalyst May 26, 1967 Jas supposed! y been the aim of all ducational institutions, but recent events, both here at NC and elsewhere have demonstrated the inadequacy of present "opportunity centers" (specifically colleges and universities, not to mention the less obvious problems in elementary and secondary educationa 1 structures) to serve the needs of a growing and constantly present num ber of dissatisfied students. The hassle, in rough terms, centers around the unfulfilling nature of an academic structure which forcibly (both in an environmental and stricl;. 1 y administrative sense ) pushes the student and his possible scope of learning experience into a narrow "compartmentalized box" unless, perchance, the box fits him perfectly. Formost, itdoesnot. Aspects of this would be MaJors (or any arbitrary restrictions or blocks re: specialization), straight academic fare, and narrowly definES! areas and modes for creative/productive expression (i.e., only papers, which must be bibliographic, and studio arts, are 'valid' products) According to the degree of liberalization the ;,tbove 'boxes' are stretched in contemporary colleges, but none have either completely tried or succeeded in be)Ond a mere succeeding. In regard to New College, the structural hassle is reflected enviroomentally as apathy, the molding of attitudes such that the conception and follow-through of personal student interests is present only as an adaptation to the 'sziveos' of having a maJor field of some defined content (so one can l?ass pre lims.) The onlv thing beyond this is to be lucky enough to grab a tu-THE ORAQ.E OF DEATH VACATIONS AT THE RED BRICK WALL torial (which is verv hard unless one's maJorfalls in the field of that faculty) or declare a well-defined maJorandkindof on the sly slip in learning things 'outside' it that you are interested in (this minimil!esth e course content/maJor/pre-lim content hassle). In adninstrathe terms, the 'pushing' is present as a structure based on an illusion. The illusion is that there is a conflict of personal development vs. persona 1 needs ('necessary' as opposed do desired skills) when dealing with students' relations to a course or 'plan of study." The belief in this illusion at NC has resulted, at best, in an academic structure that satisfies few, faculty or students. The arbitrary conception of needs (neeessa ry skills) is present in a pia nning of course material and orienting this material towarda list of maJors with the concomitant' necessity' of periodic examinations and requirements. A compromise is effected in regard to personal development (desired skills) by the vague influence of 'student' trends in course planning, a lesser degree of grading, and the hypothetical possibility of creating a majorthat is not nee adapted given orientation of course listings toward certain majors. Not only does this give the student's personal development and desires the short end of the stick, but with the presence of periodic definitive e:xaminations, and the fact that this structure operates intangibly (and is therefore next to impossible to detect concretely), it makes its status a selfpe t:petuating one. To return to Dr. Lyons model which woufd' dispense with these inadequacies, it bigins with the total absence of structure $0 as to help overcome the inhibitory learning attitudes that damn near everyone is set in (via 11-12 years of the contemporary elementary-se roodary educational stricture/structure). From this point, the learning experience would be generally differentiated into three fields of experience would be conceived as areas of development (active pro toward clarification and discovery of personal desires in a nondirected way (without imposition of exteriorvalues; values entirely selfgenerated) Acheived by voluntary contact with faculty and materials whose concepts and context appear to be of interest.) academies (active engagement of a student having a clarified desire/with the in-depth information that relates to his desire. Acheived by voltultary total (total being a relative term) intellectual encounter of faculty member and student the information desired) and studio arts and production (perhaps better called area of expression/production (which would be the active 'making concrete' of personal desires, whether thev oris;!inate from areas of development or academics or some combination of the two. Acheived by a voluntary decision to express, create and/or produce one's desires in time and space). Faculty would naturally align within the three areas by reason of their own desires and talents regarding development, academics, and creation/ expression/production. Also, there would be no necessity for any faculty to align himself with any one area exclusively. Likewise, for the student, the relation between them three areas are entire I y open to whatever cowections he chooses--there is no p1-ogression: each area is equally valid and the exclusion of one or two does not constitute a moral sin legally, morally, socially or financially. Thus, everyone would procede from the point of 'chaos' to learning relationships that (for the purposes of coherence and comprehension\ constitute the above fields of experience. Togaio this point of origin from which the New College community might begin anew, in otherwords, to return to a completely unsophTECHO isticated state (not naive, since naivete does not allow for goals and desires, which are possible only in 1the light of experience. Sophisti cation is just the arbitrary super-structure of experience which, being arbitrary, hinders the spontaneity r:f learning through experience. It's an arbitrary filter on life/ repeat: learning occurs through experience, dig?) in order to learn more thoroughly, coherently (read: less schizophrenically), and comprehensively, some very serious consideration might be given to the encounter group techniques of .Esalen hstitute which so many prople condescendingly put-off as irrelevent or merely incidental to "the educ

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