University of Virginia Library

The Experimental University

Plans for an experimental university
represent one of the most significant
advancements toward bringing meaningful
education one step closer to the University.
We speak of education in its fullest sense: a
process of ever-changing scope, where
dialogue, not monologue is the rule instead of
the exception, a process in which there is
close individual interaction, where false and
protective barriers are broken, minds meet,
and students think instead of parrot.

Here, and at most institutions of higher
learning, education is a remarkably impersonal
and structured process. Lectures are given
(classes of 100 or more are not uncommon,
texts bought, assignments scheduled, papers
written and tests taken.) When it's all over, we
will retain something, maybe. But the
procedure approaches only the bare minimum
of learning. Why? The answer rests with the
fact that the student was not really given a
chance to articulate his ideas or be confronted
with those of others.

Still another flaw within the traditional
concept of education is the tremendous gap it
has left in failing to deal with contemporary
issues. We doubt if such topics as student civil
disobedience, the generation gap, leadership
training, pop and rock music, Black history,
new left politics, and the history and art of
film are widely discussed in courses listed in
the University catalog but these are only a few
of the possible courses in which interest has
already been shown by supporters of The
Experimental University.

The time to seize the opportunity for the
type of education afforded by an
experimental university is close at hand.
Encouraging initial interest was shown at last
Tuesday's organizational meeting held by
members of the Coordinating Committee of
The Experimental University. Tomorrow is
the deadline for filing course suggestions with
the Coordinating Committee. At this time the
group also seeks recognition as a student
organization from Student Council with the
hope of securing funds for publication costs.
By the end of the month the committee hopes
to publish a catalog and hold registration early
in November.

It is important to note that success of the
Experimental University rests largely on the
response of students and faculty. The catalog
will contain a time and place for a course's
first meeting only. Courses will take the form
of seminars with an approximate limit of
twelve participants. After the first meeting it
will be up to each group to establish its own
meeting time and place, course materials, and
"pace."

For those who would regard The
Experimental University as another attack on
the present educational structure at the
University, we would warn that this is not the
case at all. The constitution of the
Experimental University regards its new
model as a parallel to the present structure
and which is intended "to supplement, not
supplant, the present curriculum of the
University." The change which, we believe, is
necessary in our present structure must come
about in an evolutionary way. The
Experimental University offers just such a
way and we would hope that one day some of
its courses might be incorporated into the
educational structure of the University.

We would encourage those who view
education as an active learning process rather
than an assembly line training program to
participate in The Experimental University.
They will find, as one NSA article on the
subject put it, "an education that does not
fold, spindle or mutilate." CAH