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Show McMurrin Gives Issues' Talk 4 , . " - :3 ; ... i v w' y . , r I j . . V A ; . PL; i ing process. Moral education can gain contributions through the schools "with their central commitment to reason and knowledge." In fact, he added, there are three "kinds of endeavor, en-deavor, proper to the instructional instruc-tional work of schools, that are genuinely relevant to moral education: edu-cation: cultivation of the intel-( intel-( Continued on Page 3) By Jeannette Brown Staff Writer American education fails to provide a meaningful and purposeful pur-poseful center in which the individual in-dividual can integrate segments of his experience and knowledge, knowl-edge, said Dr. Sterling McMurrin, McMur-rin, Dean of the Graduate School. He claimed this lack of meaning was the "sickness of our time" in a speech of the Great Issues series. tribe McMurrin, dean of the Graduate j said Wednesday in the Great Issues Photo by Phil Derby Forum that American schools do not integrate experience and knowledge. "A good education must bring science, religion, art and morality moral-ity into a just relationship," that is, treating each as an entity, he said. The only way morality can be taught by the schools is to place the "arts more securely secure-ly in the curriculum; recognizing recogniz-ing their basic value for both their own sake and their importance import-ance to the whole structure and substance of education." , Knowledge Directed The Dean said the central purpose pur-pose of education "has to do with the achievement and dissemination dis-semination of knowledge, the cultivation of the intellect and the induction into the right uses of reason." And, he continued, the school will teach a "moral education" only by directing its facilities to the knowledge, reason rea-son and intellectual issues. But, McMurrin said, "public education is afraid to participate partici-pate in this meaningful instruction. instruc-tion. It prefers to concentrate its energies on the production of good citizenship," he said. Although Al-though these ends are worthy, McMurrin said, products of citizenship cit-izenship do not "bring the individual in-dividual face to face with universal uni-versal depths of value and meaning which are the foundations founda-tions of his moral life. The schools face problems in teaching a morality course, he said. It cannot be taught as mathematics, physics, or history his-tory is taught because they are "cognitive disciplines whose knowledge content can be communicated com-municated through propositions in real or artificial languages and whole methods can be learned learn-ed by rational discipline and simple experience." Three Endeavors On the other hand, he said, morality cannot be communicated communi-cated through a typical teach- Birch jj Continued, I Rousselot iu Jhn candidates. " Asked if the Soo having two parfi!:; 1964 election ,VU f eral image cor,, C Republican PJ ! tlsm- he answe 2 - helpful to voteS fh distinct,: f Jt gives them a ch0; mS to Rousselot t conflicting VosteraaJ: , aepth discussion" stead of personalis'; ft Internal Dis.' A- bociety membfR aw agreement nan: s cording to Rous.'- X an area in their pot bo; estimated at 60 to si by Rousselot, where ( 11,111 'agreement. "We 4 r in thought control;' phasized. "We want;- to be informed," lies c this purpose the books of all polity 'I sions, he said. l If the John BirchSoc sent to gain office, its tw; & ority items according c selot, would bed) - the size of governim:; K is unnecessary and wit p not have the right to v w ed," and (2) "to ire rect those areas where p allowed our soverieitj". m fringed upon irapraperh United Nations." Wei'. draw the U.S. member;- J the U.N., he said, t ' statements were mat the sponse to a question b;. J D. Williams, political ' professor and director w Hinckley Institute, iti: p.n sored the program, |