Spring Break
Editorial: An in-depth look at the proposed diversity iniatives at Brandeis
by The Justice Editorial Board
Forum | 2/3/04
Posted online at 2:40 AM EST on 2/3/04
Professors and students alike must be granted a certain amount of academic freedom. Students need choices in their scholastic endeavors and professors need the liberty to teach as they-the valued scholars of our community-deem appropriate. Excessive University mandates are contrary to the traditions of a liberal arts education.
A focus on diversity in the classroom is laudable. However, the possibility of requiring diversity classes is a cause for concern. Students attend liberal arts universities such as Brandeis in order to experience an array of classes without rigid requirements. Students want to have one or even two majors and still have time to take classes purely for enrichment. Currently, there is a non-Western requirement that every student at Brandeis must fulfill in addition to taking classes in each of the University's four schools. The requisite course in non-Western studies compels and encourages students to expand their worldviews. This is a tangible method of, in essence, requiring students to take a class that includes diversity, generally in a racial, socioeconomic or geographic sense.
Even if the curriculum is not changed to add a requirement and is simply expanded departmentally to include "diversity classes," one must examine what is currently offered and what the University needs to foster broader perspectives. With so many courses becoming increasingly global in their approach-affording students the opportunity to understand the pluralistic vision that is presumably the goal of every diversity initiative-one must wonder how a class on diversity would specifically be effective.
There is another underlying question that begs to be answered. Is diversity an academic matter? Classes can help us understand why the goal of diversity is an important one and they can broaden our perspectives. But classes alone pale in comparison to social interaction, which tears down barriers on a more personal level.
It is difficult even to determine if "diversity" refers to socioeconomic status, geographic location, country of origin or color of skin, or if it is more abstract than any of these strict definitions. It is a topic that implores discussion and is subject to a variety of interpretations that cannot and should not be narrowly boxed in a classroom setting. Before curriculum changes can be made to include diversity, the concept itself must be defined and explored. It is intriguing that the administration would seek to give substance to such an abstract value rather than foster a discussion about its true meaning and importance.
A mandated class in diversity would not necessarily affect the feelings of a student. People change through experiences and lessons in life, but academia is not always the best setting for this. Increased attendance at university and club sponsored events such as speakers, exhibits and cultural performances that will lead to discussion, either in organized arenas or in smaller, more informal groups would perhaps be a more concrete and successful approach to tackling concerns over this tenuous subject.
We have asked many questions that we are not prepared or qualified to answer. It is the responsibility of the Administration to further define these initiatives and what amendments should be made to the curriculum of this university. More importantly, it is the responsibility of each member of the community to discuss diversity and to take active roles in making this university a place of which we can be proud-both in and out of the classroom.
A focus on diversity in the classroom is laudable. However, the possibility of requiring diversity classes is a cause for concern. Students attend liberal arts universities such as Brandeis in order to experience an array of classes without rigid requirements. Students want to have one or even two majors and still have time to take classes purely for enrichment. Currently, there is a non-Western requirement that every student at Brandeis must fulfill in addition to taking classes in each of the University's four schools. The requisite course in non-Western studies compels and encourages students to expand their worldviews. This is a tangible method of, in essence, requiring students to take a class that includes diversity, generally in a racial, socioeconomic or geographic sense.
Even if the curriculum is not changed to add a requirement and is simply expanded departmentally to include "diversity classes," one must examine what is currently offered and what the University needs to foster broader perspectives. With so many courses becoming increasingly global in their approach-affording students the opportunity to understand the pluralistic vision that is presumably the goal of every diversity initiative-one must wonder how a class on diversity would specifically be effective.
There is another underlying question that begs to be answered. Is diversity an academic matter? Classes can help us understand why the goal of diversity is an important one and they can broaden our perspectives. But classes alone pale in comparison to social interaction, which tears down barriers on a more personal level.
It is difficult even to determine if "diversity" refers to socioeconomic status, geographic location, country of origin or color of skin, or if it is more abstract than any of these strict definitions. It is a topic that implores discussion and is subject to a variety of interpretations that cannot and should not be narrowly boxed in a classroom setting. Before curriculum changes can be made to include diversity, the concept itself must be defined and explored. It is intriguing that the administration would seek to give substance to such an abstract value rather than foster a discussion about its true meaning and importance.
A mandated class in diversity would not necessarily affect the feelings of a student. People change through experiences and lessons in life, but academia is not always the best setting for this. Increased attendance at university and club sponsored events such as speakers, exhibits and cultural performances that will lead to discussion, either in organized arenas or in smaller, more informal groups would perhaps be a more concrete and successful approach to tackling concerns over this tenuous subject.
We have asked many questions that we are not prepared or qualified to answer. It is the responsibility of the Administration to further define these initiatives and what amendments should be made to the curriculum of this university. More importantly, it is the responsibility of each member of the community to discuss diversity and to take active roles in making this university a place of which we can be proud-both in and out of the classroom.
