Students do not accept ideas uncritically. They do and will listen to many points of view and want to reach an understanding of them with which they are intellectually and personally comfortable. Thus, while we feel it essential to present them with radical ideas, we also feel that they will respond to these ideas critically.

* We hold that there is no course--especially in the social sciences--which does not reflect a political bias. In most instances, this bias is masked (usually unintentionally), but not removed, through the introduction of uncritically accepted assumptions.

In our case we hope to make our position as clear as possible from the outset both by the stated positions of the section men and by the readings. Our aim is to stimulate the students to a critical evaluation of the radical position both in its faithfulness to the evidence and its explanatory power.

Therefore, we do not deem it necessary to introduce other intellectual assumptions simply because they are different from our own, though such positions will be examined as alternatives whenever they may become relevant to the discussions.

Speakers

All the speakers for this course are radicals, and almost all of them are activists. The main reason for this selection lies in our feeling that these ideas are not adequately represented in the persent university curriculum (mentioned above). Within that framework we used three criteria to decide who the actual speakers would be:

* We wanted to bring in speakers who would forcefully raise issues. Translated into concrete terms, we wanted exciting speakers. Many lectures are not heard because they are dull. We want our lectures to be heard, so we have selected speakers who are not dull.

* We chose speakers who can convey information which is not available in written form. In almost every instance, where we felt that the same idea appeared in print, we eliminated nominees for speakers on the basis that the written material could be provided.

* We wanted our speakers to generate discussion about the difficulties encountered in changing American society; therefore, we selected people who we felt were actively involved in attempting to change important wrongs in America.

Discussion Sections

The heart of this course is in the discussion sections. In preparing the course, we paid most careful attention to developing productive methods of leading discussion. If these discussions are to be successful, students will be motivated to read and think further about issues raised. The success of the course therefore depends on the section leaders responding to the interests and ideas expressed by the students.

Students will, in large part, determine what topics are discussed and how they will be examined. The section leader will, of course, try to direct the discussion toward important issues, but the interests of the students will define the areas within which he can direct their discussions. Similarly, readings and other assignments will be selected to provide evidence and arguments relevant to the issues raised in section.

Obviously, the role of the section leader is by no means a passive one. The section leader must constantly be aware of the questions underlying the discussion. When disputes arise, he must clarify positions and pose questions. In general, he must be able to direct the discussion so that useful questions are investigated and the relevant information and concepts brought out.

The section leader's task is difficult and delicate. He must guide, but not dictate; he must keep the discussion coherent and focussed, but not at the expense of the interest of the students. We have worked out two important aids for this course: a teachers' manual and section man's seminars.

The Teachers' Manual