Intellectualism at Dartmouth. What does it involve and how can one find it? Is Darmouth an intellectual place? There are as many answers to these questions as there are students. However, some common themes underlie discussion of what intellectualism at Dartmouth truly involves.
Many seek to integrate the learning that takes place both inside and outside of the classroom and feel that this is not happening enough at Dartmouth. This sentiment may be articulated like: "You can have some good, intellectual conversations with people, but you kind of have to search them out, because once we leave the classroom, the last thing on anyone's mind is discussing such topics. We complain a lot about classes, but I don't think many people talk about what they are actually learning."
At the same time, there is a line of thought against changing out of fear of destroying the good that already exists. This thought goes something like: "I was attracted to Dartmouth because it seemed to have a uniqueness that a lot of other schools lack. It seems to me that all these 'advancements' are destroying what makes Dartmouth individual."
Do you want Dartmouth to become a more intellectual place? The answer depends on how one defines "intellectual" and in what context this drive for intellectualism is understood. Attempting to understand Dartmouth for what it is and what makes it unique is crucial to an understanding of what it means to be "intellectual" at Dartmouth. It is quite conceivable that the recommendations of the Report of the Committee on the First-Year Experience could be passed, implemented and fully funded without truly changing the nature of intellectualism at Dartmouth.
Dartmouth has been, is and will be changing and evolving. The question we must ask is "What does positive self-change entail?" There is no easy answer, but in "Awareness", Anthony DeMello discusses the steps involved: "First, insight. Not effort, not cultivating habits, not having an ideal ... The whole time you're focusing on what should be instead of focusing on what is. And so you're imposing what should be on a present reality, never having understood what present reality is."
As students, we can see how present reality is defined here, and we know that there are many advantages and drawbacks. In attempting to change those things at Dartmouth which we see as drawbacks, we must be careful not to sweep away that which is a clear advantage.
At the same time, there is an obvious desire to leave everything as it is with the false and dangerous belief that Dartmouth is as good as it will ever be. True and lasting change will come from each individual and not from giving freshman clusters more funds or decreasing the distance between faculty and students. Recognizing the primacy of each individual in forging change and growth does not mean that the recommendations contained in the Report of the Committee on the First-Year Experience are not important and beneficial.
Increasing faculty-student interaction is important, and all efforts to do so should be encouraged. This is part of making Dartmouth a stronger community of learners and seekers. Finally though, we must realize that intellectualism is not an end but a means, and this is something we must not forget.
