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Student Life and Student Values  / 1993

93.143 Training students for civility, 135

93.157 Demanding virtue, while disparaging it in the classroom, 155

93.158 Blacks-only scholarships upheld at the University of Maryland, 157

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Student Life and Student Values  / 1994

94.3 A road map for better race relations, 171

94.4 Sexual harassment, the media, and cultural diversity at Swarthmore, 172

94.10 The Perils of self-examination: MIT's academic dishonesty survey, 179

94.12 Paying attention to student culture [the popularity of Howard Stern], 184

94.14 Why the honor code failed at Annapolis [student honor committee members more willing thanadministrators to pursue academic dishonesty allegations], 192

94.25 Limiting the role of lawyers [training ethical lawyers], 204

94.27 Before you start building that new residence hall [modern technology and student socialdevelopment], 207

94.34 The fallen poet of "Generation X" [quest for meaning; Einstein on the nature of true religiosity],216

94.37 Man bites dog . . . and some students don't drink [student tastes constantly changing], 219

94.47 Academic integrity and intercollegiate athletics [group localities and higher ethical obligations],236

94.55 American youth: The best of times and the worst of times [volunteerism; bleak prospect for urbanpre-teens], 249

94.56 Self-censorship on campus, 251

94.60 Vaclav Havel at Independence Hall [increased interest in religion; freedom grounded in areligious perspective], 258

94.66 The hidden side of masculinity at the Citadel [male bonding; sense of obligation to the group;men like women seek lasting relationships], 270

94.70 UVA's honor code and "student politics" [benefits outweigh the risks of honor systems], 277

94.78 Preparing our students for the workplace of the future [training students to collaborate in anatmosphere of trust; Alvin Toffler and Charles Handy say organizations will be smaller; review ofthe West Point Way of Leadership], 287

94.81 A reflection about civility [Rush Limbaugh and Will Rogers compared; how students can learncivility; Erich Fromm on the culture of narcissism], 294

94.83 Making new efforts to ask old questions [growth of religious sentiment; medical ethics andreligion; mental health and religion; Saul Bellow on the soul contending with ideas that deny itsexistence; MIT physicist Alan Guth on the religious impulse], 298

94.87 William H. Gray on "black separatism" ["black" separatism compared to Catholic, Jewish, orProtestant "separatism"; Dennis Wrong on fostering "cross-cutting allegiances" among manydifferent groups], 303

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Student Life and Student Values  / 1995

95.1 Teenage alcohol abuse [alcohol abusers responsible for their conduct; alcohol abuse andsuburban youth culture; binge drinking survey; secondary binge effects], 312

95.2 The Stanford "what matters" forums, 314

95.8 Drugs on campus [increasing use of marijuana and heroin; alcohol and illegal drug use related;Prozac and the abuse of antidepressant drugs], 325

95.10 Sexual ethics [young people need guidance on forming relationships; neglecting the emotionaldimension of sex; the impact of exploitative sex on men; Walter Lippman on self-restraint;students seek self-restraint], 328.

95.14 "Fantasies" on the Internet [University of Michigan sophomore arrested for sending threat onInternet; distinguishing threats from fantasies; Internet "addiction"; Saul Bellow on "the distractedpublic"; Alexander Solzhenitsyn on silent reflection], 336.

95.17 Community service may be required [community service and character education; oppositionfrom the Christian right; failed FERPA provision against "altering . . . personal values"], 341.

95.18 A wave of violence coming [violence not limited to big cities; a culture of violence; arming forself-defense; effective conflict resolution programs; patterns of violence in the past (seventeenthcentury English village); the value of self-control and other traditional virtues (Maryland"housemates wanted" example); prohibiting weapons on campus], 342.

95.21 How students see the future [a clearer image of the future--by looking at the past; grounds foreconomic optimism; finding solutions: community colleges and computers likely to transformsociety; new technologies coming; Tocqueville on the American tradition of welcoming change],350.

95.22 Student gambling [growth of gambling in American high schools and colleges; prohibitingbookmaking on campus; special risks associated with gambling in fraternity houses], 352.

95.23 A media focus on academic fraud [teacher provides test answers at Chicago high school;creating false transcripts and references for Yale; misleading an interviewer at Harvard;revocation of admission does not require due process hearing], 354.

95.27 Character education--a national priority [the virtue of striving for virtue; need for social supportfor character education; Public Agenda survey shows deep current of shared values amongparents; colleges likely to be given more responsibility for promoting "disciplined behavior" bystudents], 360.

95.36 Giving students time to search [Tolstoy, spiritual healing, and antidepressant drugs; helpingstudents learn a message from their symptoms], 371.

95.37 Younger, "suburban" inhalers of heroin, 371.

95.43 College religious journal entitled to indirect subsidy [University of Virginia student publicationcannot be denied access to indirect, student fee generated subsidy, based solely on thepublication's religious perspective; mandatory student fees susceptible to First Amendmentchallenge], 380.

95.44 Underage drinking report [Massachusetts underage drinking task force report; "cops in shops"sting program; use of student peer leaders], 383.

95.54 The "safe" stereotype [social class distinctions; increase in rural poverty; expansion of the whiteunderclass; Martin Luther King on justice for both blacks and whites], 397.

95.56 College cities [as new employment and retirement centers; Clark Kerr's prediction thatuniversities would become cultural centers; Charles Handy on loneliness as the real disease ofthe next century; Ernest Boyer on colleges making connections with retirees; "malling" of thecampus and loss of a sense of community; Prodigy Services Company values personalinteraction], 400.

95.71 What a new generation may bring [the characteristics of 22 million American youngsters ages 12to 17 (millennials); millennials showing "more signs of personal responsibility;" babyboomers andsigns of a cultural change toward a more disciplined society; danger of conflict betweenbabyboomers and younger generations, if babyboomers exercise authority with the samemoralism they used to challenge authority in the 1960s and '70s], 430.

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Student Life and Student Values  / 1996

96.1 Ideas and trends: 1996 [The Great Awakening on campus: paying attention to students' religiousinterests], 435.

96.17 The future of affirmative action [Harvard president Neil L. Rudenstine's defense of affirmativeaction; importance of "residential education"; College Handbook on Race Relations and theCommon Pursuit; Homer Haskins on diversity in the early European university; diversity theorymay chill a diversity of ideas; Arthur Levine on reluctance of students to discuss race; theexperience of racism is to be seen as subhuman; Lipsett on American exceptionalism], 468.

96.44 Religion in the campus marketplace of ideas [debate between Stanley Fish and John Neuhaus;Einstein on "cosmic religious experience;" Stephen Hawking on the "remarkable numericalrelations" seen throughout the universe, and "the search for logical self-consistency" in physics;J. Bronowski on the relationship between the arts, the sciences, and creativity. Religion, like art,isn't inherently hostile to discourse or experimentation--it simply can't be fully explained by thoseprocesses], 542.

96.47 Human nature in cyberspace [misinformation that circulates as fact on the Internet; student homepages may invite harassment; sexual abuse and sexual fantasies on the Internet; legal andethical responsibilities of administrators; Haybeck v. Prodigy: Prodigy Services Corporation notliable for the off-duty sexual behavior of a (subsequently deceased) Prodigy employee "whotransmitted the AIDS virus to a woman he met while participating in an on-line sex chat room runby Prodigy"; pornography and e-mail addiction; advice to students about using the Internetwisely], 549.

96.48 Responding to "cults" on campus, [defining a "cult"; the role of deception in cult activities; theattraction of cults; how some cults become established religions; Mormons thrive at Harvard],552.

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Student Life and Student Values  / 1997

97.9 "Deleted" e-mail retained at Stanford [commentary by Stephen McDonald on computer privacyand records retention policies], 579.

97.15 The electronic university, part II [young people making the Internet part of their lives; Stephen J.Gould on the essence of good teaching; Charles Handy on small groups, affiliation, and trust;John Henry Newman and the attraction of physical beauty at Oxford], 593.

97.17 Responding to pornography and incivility on campus [increasing coarseness in American society,reflected in greater availability of violent, hard-core pornography, and incivility in personal andpublic life], 598.

97.18 Responding to coarseness and incivility on campus [suggestions for promoting better values andbetter conduct by students; study by George E. Vaillant, author of Adaption to Life, finds thecapacity for love as the best predictor of mental health in later life; dialectic rather than rhetoricas "the method of friendship"; the disadvantages of gender and age segregation], 601.

97.29 The First Amendment in cyberspace: implications for higher education, part I [excerpts from Reno v.American Civil Liberties Union; practice implication commentary from William Kaplin], 628.

97.30 The First Amendment in cyberspace: implications for higher education, Part II [practiceimplication commentary on Reno v. American Civil Liberties Union from Ohio State UniversityAssociate Legal Counsel Steven J. McDonald; ""Ten Principles of Civility in Cyberspace"], 631.

97.36 A message for new students: the importance of academic integrity, [students as "consumers"encounter a "frayed moral curriculum"; interview with D.L. McCabe on faculty attitudes towardacademic dishonesty, including reluctance of many faculty members to report academicdishonesty allegations; data on high rates of reported cheating by secondary school students;D.L. McCabe and Gary Pavela: "Ten Principles of Academic Integrity for Faculty Members"],641.

97.39 The Boston University case: reading past the headlines, part I [excerpts from Gluckenberger et. al v.Boston University], 646.

97.40 Reading past the headlines in the Boston University case, part II [the essence of federal disabilitylaw is individualized assessment; verification and assessment are essential; students shouldhave the opportunity to fail; college curricula need assessment too; the danger of portrayingstudents with learning disabilities as wards of big government], 649.

97.46 The University of Phoenix and the future of higher education [the for-profit University of Phoenixmay become the future of higher education, if "traditional" colleges and universities forget thequalities that made them successful, including creating opportunities for companionship inshared activities, involving students in shared governance, and exploring fundamentalquestions], 666.

97.47 A reflection on ACCRA and the media ["entertainment" now appealing to the most base humanpursuits; the value of privacy; a modest proposal to apply ACCRA to Congress], 668.

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Student Life and Student Values  / 1998

98.1 Law and Policy: 1998 [recent data on substance use by students; outline of suggested policiesand procedures; A recommended approach, identified in Booker v. Lehigh University, involvesestablishing reasonable rules or policies and affirming that adult students have ultimateresponsibility for their own conduct], 684.

98.6 Gambling and student life, part I [gambling raid by the New York City Police Department on the ZetaBeta Tau fraternity house at Columbia University; Congressional testimony by governmentinformant William Jahoda on nature and extent of gambling, including gambling at colleges anduniversities], 698.

98.7 Gambling and student life, part II [data on extent of youth gambling; pathological gamblingidentified as a mental disorder; suggested gambling policy; Kenneth Keniston on how socialactivists rarely displayed "the kind of self-absorption" seen in regular users of illegal drugs; howeducators can redirect a broad range of self-destructive behavior by students], 701.

98.14 New visions of ethics and a "unity of knowledge," part I [review of Edward O. Wilson's bookConsilience: The Unity of Knowledge; the methodology of science is the key to understandinghuman nature; "ethics is everything;" Human social existence . . . is based on the geneticpropensity to form long-term contracts that evolve by culture and moral precepts and law;"timeliness of Wilson's challenge to uninhibited individualism is reflected by a survey showingthat Ayn Rand's The Fountainhead "was named the favorite novel of the freshman class at theUniversity of California-Berkeley"], 715.

98.15 New visions of ethics and a "unity of knowledge," Part II [virtues, based on self-restraint,common throughout the human family; retirement banquet exercise; value of good design andpolice practices in creating community; Wilson's "biological" ethics fails to explain the sense ofempathy that appears in "great souls" like Gandhi or Tolstoy; interview with Elizabeth Kiss onapplied ethics on campus], 717.

98.20 A reflection on alcohol and student life [alcohol and the definition of self; forming a self inrelationship with others; forming a self by mastering emotions; forming a self by learning], 730.

98.23 The best of times and the worst of times, again [younger teenagers displaying positivecharacteristics not widely reported in the national media; the Generation 2001 survey; membersof Generation X are characterized by independence, competency, entrepreneurial spirit, and"honesty in relationships"], 735.

98.24 The most dangerous drug [New data in the biennial Youth Risk Behavior Survey indicatesubstantial numbers of students are becoming daily smokers; correlation between use of tobaccoand use of alcohol and other drugs; critical role of peers (ex-smokers) in reducing youthsmoking], 737.

98.29 Addicted to speed, part I [the accelerating pace of life in technologically advanced societiesseems relentless, destructive, and addictive; educators need focus on the importance of creatingenvironments where thinking, reflection, peace, and solitude are as important as speed,convenience, and superficial socialization],749.

98.30 Addicted to speed, part II [higher experiences seem to come in a realm of consciousness wherespeed and noise are replaced by serenity and silence; Rene Dubos on how human beingsrespond to nature; sound pollution may form the background music of the campus; Shakespeareon music and harmony; Admiral Byrd on the discovery of harmony in solitude; observation of aregular "silent meeting" at a Friends' school in New York], 751.

98.34 Freedom of expression and mandatory activity fees [7th Circuit decision in Southworth, et. al. v.Michael Grebe, et. al., holding that objecting students at the University of Wisconsin could not beforced "to fund private organizations which engage in political and ideological activities"], 758.

98.38 Higher education amendments, Part I [selections from amendments to the Family EducationalRights and Privacy Act (FERPA), and a non-binding "sense of Congress" statement on "BingeDrinking on College Campuses"; issues and suggested policies], 770.

98.39 Higher education amendments, Part II [policy considerations that have to be addressed in light ofnew FERPA amendments; social forces prompting greater governmental intervention in campuslife; parental activism in shaping living and learning environments for students; sociologist AlanWolfe on "morality writ small;" "consensus conference" as a means to solicit communityperspectives], 773.

98.40 Fraternities and the "right of association" ["sense of Congress" statement on Protection ofStudent Speech and Association rights; review of court opinions defining scope of the "right ofintimate association"], 776.

98.49 "Voluntarily endured" hazing protected in Alabama [in Jones v. Kappa Alpha, the AlabamaSupreme Court held that a fraternity pledge assumed the risk of hazing, and could not pursue acause of action against a fraternity or its members for the hazing], 803.

98.50 Fighting alcohol abuse: 1998 summary [recent data on nature and extent of alcohol abuse,especially early teen drinking; evolving strategies to control binge drinking; seniors pledge torefrain from the "fourth-year fifth" at the University of Virginia; Boston area colleges develop "53-point" plan to reduce student drinking; alcohol rioters appear to have little sustained peersupport], 804.

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Student Life and Student Values  / 1999

99.1 Student moral development, part I [renewed national attention to student moral development; Akibe Lerner on multiculturalism and the diminished capacity for moral outrage; academic integrity policies kept the flame of moral development alive; Darwin on ethics; Sissela Bok and the Wingspread report on shared values that can be affirmed on campus], 806.

99.2 Student moral development, part II [Edward O. Wilson on "ethics is everything;" Derek Bok on the importance of student character development; twelve principles for the design of college ethical development programs], 809.

99.7 Academic standards and the ADA [in Kaltenberger v. Ohio College of Podiatric Medicine the U.S. Court of Appeals for the Sixth Circuit reiterated that "Courts must . . .give deference to professional academic judgments when evaluating . . . reasonable accommodation requirement[s]" under the ADA; commentary by disability specialist Marianne Karwacki: students with learning disabilities "need to be empowered, rather than rescued"], 825.

99.8 Parents and student conduct [parents seek more structure for their children; proposed parental notification legislation in Maryland], 828.

99.12 Truth-telling and student ethical development, part I [sample presentation on why and when people should tell the truth; Einstein and W.H. Walsh on the existence of truth; Nietzsche on truth as power], 837.

99.13 Truth-telling and student ethical development, part II [sample presentation on why and when people should tell the truth; value of truthfulness; benefits of the habit of truth-telling; Sissela Bok on the importance and fragile nature of public trust], 839.

99.24 New imperatives for student ethical development [affirming core values of empathy and self-restraint; Patricia King on "Why is it so hard to teach ethics?"; Francis Fukuyama on the end of "the Great Disruption"], 865.

99.25 Religiosity, religious diversity and "cults," part I [growth of religious interest among the young; U.S. military and religious diversity; policy issues associated with responding to "cults"; "free exercise" clause of the Constitution; statutory protection of religious freedom; freedom of association and expression], 868.

99.26 Religiosity, religious diversity and "cults," part II [examples of "cults" that have moved into the religious mainstream; defining and responding to fraud and deception; Justice Jackson's dissent in U.S. v. Ballard (1944); the role of education in combating destructive groups], 871.

99.30 The growing culture of gambling [report of the National Gambling Impact Study Commission; high levels of gambling by children and adolescents; sports wagering on college campuses; expansion of Internet gambling], 880.

99.32 Paying new attention to the class divide [rapid growth of wealth and economic elitism; Tocqueville on the importance of equality in American life; Orlando Patterson on how "the racial divide has been replaced by the class divide"; Alan Greenspan on defining success by "honest and productive work," not wealth alone], 885.

99.39 If "consumerism" ends, introspection may begin [speed and consumerism creating a national sense of unease; growing numbers of disenchanted professionals; Tom Wolfe and renewed interest in stoicism; efforts at repair: Alan Greenspan on ethics and finance; value of a liberal education], 901.

99.42 The mind as a datebook [the quest for and the benefits of solitude; Maslow on creativity and solitude; Tolstoy and Zen master Thich Nhat Hanh on the timelessness of each experience; speed and the decline of civility; Pico Iyler on silence as a presence, not absence], 910.

99.47 Helping students define success [review of Vanderbilt Law Review article by Patrick Schiltz on the practice of law and the quality of life; psychologists Myers and Diener on components of happiness;; Saint-Exupery on know-ledge and wisdom as components of happiness], 920.

99.50 Responding to student misconduct off-campus, part I [legal authority to discipline students for off-campus misconduct; opinion of the Maryland Attorney General], 925.

99.51 Responding to student misconduct off-campus, part II [defining educational objectives; seeing students as part of an association-on or off-campus; avoiding "country club" judicial systems for upper-middle class youth; giving students a voice in defining policy; interview with Timothy Brooks at the University of Delaware], 927.

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Student Life and Student Values  / 2000

00.17 New research on academic integrity: The success of "modified" honor codes [Interview with Rutgers University researcher Donald L. McCabe, who found less self-reported student cheating at schools with honor codes, including "modified" codes like that used at the University of Maryland at College Park], 975.

00.18 Developing a "modified" honor code [components of modified codes; suggestions on how a modified code can be implemented], 978.

00.42 Liability for suicide: Failure to notify parents of suicide threats, [In Jain v. State of Iowa the Supreme Court of Iowa held that no "special relationship" exists in the student/university relationship requiring a change in the general doctrine that third parties are not responsible for a person's decision to commit suicide], 1049.

00.43 Preventing suicide [Maryland appellate decision in Eisel v. Board of Education contrasted with Jain v. State of Iowa; data on youth suicide; new research on suicide prevention; danger of under reaction to suicide threats ], 1052.

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Student Life and Student Values  / 2001

01.1 The lessons of managed care. [Disquieting similarities between the managed care movement in medicine—with its emphasis on speed, efficiency, cost effectiveness and minimal personal contact—and current styles of teaching at American colleges and universities; risks and benefits of electronic learning; the mystery inherent in the richest kinds ofcommunication; the rise of the "busni-versity; education should be grounded in the realm of the personal, and in attention to soul craft], 1059.

01.2 The revival of humanism [Humanism defined; humanists, like scientists, look for patterns; postmodernist direction of the humanities in American universities; science writers trying to insert humanism back into humanities; student affairs administrators often leading proponents of humanistic perspectives; resurgence of "values statements" and honor pledges; William A. Galston on shared values in America; John Dewey and humanism from a liberal perspective], 1061.

01.9 School violence. [Importance of encouraging peers to report threats of violence. Jean Twenge on "substantially higher levels of anxiety and neuroticism" among college students and children], 1078.

01.12 Spiritual emptiness on campus. [Review of an article by David Brooks in the April 2001 issue of The Atlantic ("The Organization Kid"). Brooks focuses on the characteristics and values of the "millennial generation" (Americans born in or after 1982) who he portrays as having led highly structured lives, organized by compulsive parents "to be group-oriented, deferential to authority, and achievement obsessed." Related interview with Colgate University religion professor Coleman Brown],1085.

01.19 Revitalizing the concept of honor. [Interview with Arthur Schwartz], 2005.

01.33 Student ethical development and "positive psychology." [The March 5, 2001 New Republic contains an article by essayist Greg Easterbrook on the growing field of "positive psychology" ("Psychology discovers happiness"). Positive psychology is a concept pioneered by University of Pennsylvania psychologist Martin Seligman, past president of the American Psychological Association. It focuses on identifying and fostering the habits, emotions, and mental processes that promote happiness ], 2033.

01.34 The philosophy of civil disobedience. [The June 3, 2001 New York Times contains an article on trends in civil disobedience. The Times reports that judges seem more willing to levy jail sentences for unlawful protests, reflected in a recent 90-day sentence imposed on the Rev. Al Sharpton; Martin Luther King's "Letter from a Birmingham Jail"], 2033.

01.38 Talking with students in times of crisis. [Responding to the terrorist attacks of September 11, 2001], 2039.

01.44 Lincoln and postmodernism. [Lincoln as a model of resolute commitment without any claim to absolute certainty], 2051.

01.45 Developing and promoting an honor pledge, 2052.

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Student Life and Student Values  / 2002

02.6 The student-university-parentpartnership [College administrators invariably spend a disproportionate amount of time dealing withdysfunctional families. They may have over-generalized those experiences into an unquestioned dogma, supported by selective research and a subliminal dose of American individualism, summarized as: Studentsmust be liberated from the oppression of their parents!], 2080.

02.12 Student Suicide: a case study, 2092.

02.13 Student suicide: a case study, Part II [Causes and prevention of suicide], 2095.

02.14 Using the "WR" case study for student development programming [Suicide encompasses philosophical andspiritual issues (inquiries into broader meaning), as well as mental illness. Indeed, the absence of important"psychic protections" (like the capacity for self-insight, and a sense of purpose) may contribute to mentalillness. In this sense, teachers and administrators likemental health professionals are physicians of the soul,partners in helping students develop ways of thinking and feeling that promote life over death], 2097.

02.16 Post game riots [No challenging rite of passage has been created for students, although many seem to crave one], 3002.

02.21 Reflections about the Shin suicide case at M.I.T. [What Elizabeth Shin may have needed most was an adult "friend" who cared about her as a person, not simply as a "student" or a "client"], 3014.

02.28 Two key decisions on FERPA [the U.S. SupremeCourt in Gonzaga University v. Doe held that individualscannot bring private lawsuits under a federal civil tights statute to enforce FERPA rights], 3034.

02.29 FERPA and student disciplinary records, part I [In U.S. v. Miami University (6th Cir, 00-3518, June 27,2002), the U.S. Court of Appeals for the Sixth Circuitheld that institutions of higher education are barred from releasing student disciplinary records to the public, except as expressly permitted under FERPA], 3036.

02.30 FERPA and student disciplinary records, part II [Law and policy quiz on latest FERPA decisions], 3039.

02.36 A reflection on the post-Enron generation [There aremultiple signs college students will be encountering a sustained emphasis on character and professionalresponsibility in the years ahead; new legal, accounting and employment standards], 3053.

02.40 The duty to prevent suicide [Virginia federal districtcourt decision in Schieszler v. Ferrum College], 3060.

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Student Life and Student Values  / 2003

03.31 Boomers and millennials [The evolving relationship between college administrators most in the baby boom generation and a new generation of more"traditional" students (the "millennials"); Hillary Rodham Clinton's commencement speech in 1969, as the graduating President of the Wellesley College Government Association], 3172.
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Student Life and Student Values  / 2004

04.4 When will students listen? [Instead of telling students how to behave, educators might discuss some of the mistakes they made in college and what they learned from them], 3222.

04.10 Moving "pre-beings" into the present [Students are so stressed about the future that they can't live or think in the present], 3233.

04.18 Talking with students about love and friendship [Americans know (or pretend to know) a great deal about sex, but they spend precious little time exploring the dimensions of love and friendship; Sorbonne philosopher Andre Compte-Sponville on friendship], 3248.

04.34 Reading a book with a student [Survey by the National Endowment for the Arts showing a dramatic drop in reading for pleasure; College administrators should read more frequently ourselves and invite students to join us], 3287.
04.48 Tom Wolfe on campus life [If secular educators don=t help students explore what Socrates called the "examined life" religious fundamentalists will], 3322.

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