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Ea Letters In response to the letter by Dr. Ann C. process” and then reverse the process by sug- familiar to observers of recent history. I Bretz in the Fall Alumni News: gesting that “effective” inquiry must arise suspect that in the final analysis, for all of from the “existential situation of the institu- the vices that faculty consistently display Dear Ann: tion” that is best described as a “community when navel contemplation is at its worst, the The years have passed so rapidly that I college” is a real shocker. I suspect first of all difference between the great universities and had almost forgotten the delightful debates that Sartre and his colleagues concerned the mediocre ones is the quality of discontent we used to have as undergraduates at In- about human freedom would not have guess- present on their respective campuses. John diana Central in the days when we were all ed that collective bodies could ever ex- Dewey was probably right when he argued much more exercized about questions of perience an “existential concern” to begin that the very process of inquiry and problem eternal import and less about those that led with, let alone display the singleness of heart solving begins with a sense of agitation that to immediate implications of service for the and purpose associated with great inquiry in something is wrong. greater society. Your reply to Professor MC- history. Most of the great inquirers of West- I must agree, Ann, that modem univer- Cauley’s article in the Fall issue of the ern Civilization worked it out, like Buddha, sities and colleges exist for many reasons, in- Alumni News awakened me from my slum- under the Bo tree alone. cluding the one which I presently serve. We bers, reminding me of experiences of those If I understand your argument, Ann, it is serve many constituencies, and I’m afraid days that were so vital to all of us. in essence the claim that universities or col- that the broader the constituency we try to Now Ann, I feel compelled in my advanc- leges serve a number of purposes simult- serve, the more innocuous the service we ing years to return to the fray, in response aneously. Now I fundamentally agree with have to offer. Anyone attempting to solicit to what I consider to be an understatement that. But I must confess that the way you the support necessary to maintain an educa- of what I think any worthwhile university is made your point unnerved me a little and tional institution today understands all about. Unfortunately I did not keep my led me to suspect that the difference between thoroughly the harsh dilemma we all face. copy of Professor McCauley’s article, so I what you are saying and what Professor Mc- Compromise is essential in all forms of pro- will not attempt to speak either in his behalf Cauley said is more real than apparent. To gress as Reinhold Niebuhr pointed out in his or in criticism. Given the fact that we are speak of inquiry as “just one of the necessary Moral Man and Immoral Society, but let’s both philosophers by profession and processes” and then reverse the process by not add the sin of self duplicity to the process graduates of the University of Chicago, I suggesting that “effective” inquiry must arise wherever we can avoid it1 The spirit of in- suspect that we have been bit by the same from the “existential situation of the institu- quiry, the development of the critical mind dog. My puzzlement has to do with how tion” that is best described as a “community and spirit, and the focus upon the examined you escaped the same experience? college” is a real shocker. I suspect first of all life constitute the essential difference bet- Let me say that, first of all, I was shocked that Sartre and his colleagues concerned ween the educational and the indoctrina- by the title of the article you wrote. “In- about human freedom would not have guess- tional processes. The line between the two is quiry: The business of ICU? I think not.” ed that collective bodies could ever ex- dangerously thin, particularly when we (The title was not written by Or. Bretx, but perience an “existential concern” to begin believe, by Gods grace, that we have come was lifted from the text of the letter. Editor.) with, let alone display the singleness of heart into possession of the truth. Not all educa- It was shocking to me as a former teacher at and purpose associated with great inquiry in tional institutions can and will survive by an the institution we both love, and I rightly history. Most of the great inquirers of West- inordinate devotion to Professor McCauley’s should apologize! I not only required the ern Civilization worked it out, like Buddha, suppositions- but I’m afraid that the educa- reading of the Apology, but of a number of under the Bo tree alone. tional enterprise in its historical mission can- other Platonic dialogues that assumed that To further suggest that the test of true not survive if it is “just one” of the processes, service without understanding was per- believers among faculty should begin with however “necessary” we may claim it to be. missable for the many but never for the few the question of “How can we best contribute Without the primacy of the ideal of in- who made claims also to intelligence in the to education for service, given the present quiry-we perish. In such a circumstance process. I even required some of my students curricula, the current resources, and the educational institutions become simply the to memorize that delightful passage from the staff who are our colleagues,” is also dis- captives of the state, the “community,” the Meno in which Socrates states the faith of the concerting. What ever happened to the church, or any other worthy but potentially liberal tradition in canonical form: “But that power of great ideas “beating upon the demagogic institution as history teaches us we shall be better and braver and less help- shores of human life in successive well. You will remember that Dr. DeVries less if we think that we ought to enquire, waves” -ideas like Democracy, Human defined the historical process as the battle- than we should have been if we indulged in Dignity, Freedom, etc., that were at odds ground of ideals-and I want, with him and the idle fancy that there was no knowing and historically with the “present curricula” our friend Socrates, to fight it out on that no use in seeking to know what we do not which faced our fathers? You must read once premise, come hell or high water! know.” The thought that in so doing I was again, Ann, Whiteheads The Adventure of I’m glad you awakened me, Ann. We’ll subverting the purpose of my alma mater Ideas, in which he identifies most of the simply have to have a reunion one of these never entered my mind. fundamental values in our civilization such days on a dialectical dias. Perhaps a few of If I understand your argument, Ann, it is as “a sense of criticism,” “appreciation of du- the old soldiers will return-and Professor in essence the claim that universities or col- ty,” “intellectual distinguish,’’ even our sense McCauley’s ranks might enfeebly be leges serve a number of purposes simult- of duty as components of a “noble discon- strengthened by a few of us who still believe aneously. Now I fundamentally agree with tent” propelling us to the point in history in that, for all the many purposes we as faculty, that. But I must confess that the way you which we find ourselves to day. As a college alumni, and administrators exist, unless we made your point unnerved me a little and president who knows well the values of hav- exist to preserve in education the primacy of led me to suspect that the difference between ing faculty who are relatively contented and inquiry, we are nothing. what you are saying and what Professor Mc- deeply knowledgeable about means by which Sincerely, Cauley said is more real than apparent. To they may serve the community, there is speak of inquiry as “just one of the necessary something in that logic that sounds awfully Bob McBride 2 Alumni News vol. 33 No.3 The Indiana Central Contents University Alumni News Edltor: Rolf- Director of From the ALUMNI BOARD OFFIC 4 President's Desk President 'Robert L. Jcweil '56. Indianapolis Vice President +*John Ransburg '67, Indianapolis Secretary 'Miracle nurse' 'Sandy B Lawiis '62. Indianapolis 5 saves girl's arm Pest President ALUMNI BOARD OF DIRECTORS Term ending 1982: The Bible James L Drews '62, Knox. IN tJames Glass '74, Indianapolis 6 as powder keg George E. Jacobs '42, Freeport, IL Donald Ray '50. Indianapolis Dennis E. Stone '67, Columbus, IN Term ending 1983: Robert J. Bcgardus '80, Bloomington, IN 'Julia V. Huddleston '78. Indianapolis People Anne Kay Michel'78. Angola, IN Harry A Tilson '69. lndianapolw 10 On Campus Stanley Warren '59, Greencastle, IN Term ending 1984: Physical therapy 13 program off to running start Term ending 1986: Gordon C Cora '43, Lebanon, OH Ralph M. Frey '41. Indianapolis Marilyn E. Hubbard '62. Greenwood, IN Jana K. Jones '74, Indianapolis His future Sandra B Lawlis '62, Indianapolis 16 is in the bag ALUMNI BOARD OF TRUSTEES MEMBERS Sherman Cravens '42, Indianapolis 'Willlam Kiesel'63, Indianapolis Lloyd Hiatt '40. Indianapolis To 1983: Effie Bmwn '54.