"We believe more in facts than in longing, " [Meiklejohn]
protested. Without ideals, without some connective tis
sue offered to students jointly by the teacher and the
curriculum, and without an awareness that the divisive
ness of today's age is more the product of technologi
cal specialization than of pluralistic factionalism, the contemporary university is in danger of defaulting on
its primary assignment-education for democracy.
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