1987_01 The Daily Collegian January 1987

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.Tuesday, Jan. 27,1987,
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RESPONSE
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coordinator but also to the students and
faculty at CSUF.
The article you printed not only
misquotes our statements but also portrays
our views different from what we intended.
We agreed to cooperate in being interviewed
for the article, not only in hopes that the
NSE program be recognized, but also to
express our views about the program here at
Fresno. We hoped the article would gain
positive recognition for the program.
When being interviewed, our main
dissatisfaction with the program was that the
Associated Students has failed to recognize
the NSE program as an organized group and
therefore have not given us any funds
whatsoever toward our program. You failed
to mention this in your article. We are very
upset with their decision because we feel the
Associated Students (which represents the
student body) expresses very liule, if no
interest in our program by not supporting
us.
The NSE program offers students an
excellent opportunity to study at other
colleges and universities all over the United
States. We feel we have greatly benefited
from the program, but we would appreciate
more support by students and faculty. We
are very aware of the NSE programs at other
schools and note at how organized and
supported they are, not only by the student
associations, but the entire faculty. They
are thought of as guests and treated in such a
manner.
We would like to express our
disappointment"with the student association
here at CSUF. We hope that in the future,
their decision be a more supportive one
concerning the NSE program. Being so far
away from home and our families is a very
big adjustment for us, and we would
appreciate any support, by not only the
Associated Students, but also the NSE
program in general.
Patti Maier, University of Delaware
Marie Purcell, Trenton State College
Dana Rubin, University of Massachusetts
Vicki Streckfuss, University of Delaware
Students oppressed
Dear Editor,
How do schools oppress the students?
'Have you ever paid close attention to the
manner in which the classrooms arc
conducted? It seems that the basic manner is
always, the teaching from instructor to
student, and on few, if any occasions, it
may be student to teacher.
What docs this mean? If you look back at
how the instructors introduced themselves
when you first walked into their classrooms,
they made sure you knew who the "boss"
was. Their lesson plans were all ready, and
they were follwed almost to the tec.
Confused? Please allow me to continue.
The classroom setting was always the
instructor in front of the classroom with
books opened in front of her. Rarely would
she close the book and ask the students what
they thought of the lesson. She would just
tell you what she knew.
It seemed that the instructor was always
right. If you gave a certain point of view
you were downgraded because you were not
stating the specific examples described in the
lesson.
So wherc's the oppression? .How many
times do you recall being allowed by the »
"boss" to contribute an idea or experience of
your own without including examples or
information in the text? Do you recall the
frustration of having a lot to share, things
you knew would help your classmates and
teacher understand and develop the various
issues in different perspectives?
• How can we as students learn and truly
develop an understanding about the various
issues and problems we confront if we are
taught only the history and the experiences
of our instructor? How can our instructor
know and help us in our educational
development? They do not even ask us what
- we think and where we stand. It is not
possible that both the students and
instructors  can  learn  from  one  another
thhroughThe sharing of ideas, doubts and
hopes? Yes? We can.
As we go higher in education, we find
that there are very few instructors that arc
interested in their students' intellectual
development and who ask them to contribute
to their education by sharing their ideas and
points of view.
I find that it is unfair to have to sit in a
classroom for eight or two hours and not be
able to contribute to my education in some
way. I especially detest the attitude some
tenured instructors, in the higher learning
schools, have toward the students in
education.
Some of these tenured instructors become
indifferent to their work. They carry out the
same lesson plans that they had when they
first began to teach. In the classrooms, their
lectures are boring because they no longer
have the enthusiasm they once had. It is
like they stand in front of the room and
lecture with the attitude of This is what I
know, take it or leave it. Don't interrupt
me." Their education spirts are dead. How ,
do they expect us to "get into" the class.
It would be unrealistic to say that there
exists someone who has all the answers to
all the questions raised in the classroom.
No matter how many degrees we have,
earned, no one has all the answers.
I believe that we can leam and explore the
various possible answers. I believe that we
can leam and explore the various possible
answers to questions raised by working
together rather than trying to overpower each
other with authority.
There seems to be a lack of challenge and
critical thinking in the lectures. Soon,
students become disinterested in the courses
and thus attend class only because it is the
insturctor's rule or requirement for the final
grade.
Our thought process is further developed
in the clasrooms. It is often stressed that
education is important and beneficial for the
intellectual growth, but more needs to be
done to accomplish this.
I am tired of hearing my instructors
assert their points of views on the subjects
they teach. I appreciate the time and effort
some instructors contribute for my
^rttellectual growth, but I want to learn how
to develop my own mind. I want the
feedom to express my thoughts and ideas
without having the instructor say that that is
not how "so and so" says it should be done.
I want to leam not only, from my
instructors, but from my peers who will
become my leaders and my colleagues in the
future. I am willing to listen to my
instructors' suggestions only if they do not
force them on me but rather encourage me to
be objective and then develop original ideas.
It does not have to be teacher/student or
student/teacher, it can be both with- the
instructor serving as a monitor and assistant
to the historical information. We can lean
and work together by sharing and exploring
past and present issues. We can leam form
each other rather than simply taking
information like a machine.
Education is without a doubt an essential
tool for the development and continuation of
our society. I do not wish to ignore what
others have learned, but I do not want to be
a recorder who only takes in the data and
concepts that others have formed. I want to
be challenged.
Angie Reynoso
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