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From 

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R. C. BROWN       

.

ACTING DEAN/GENERAL 

STUDIES

NEW

COURSE PROPOSAL - GENERAL 

Subjed ...... ...... .

'That the new course proposal for General 

Studies 075-2 as outlined in Paper S.71-88 

be approved.' 

If approved, the following motion will be made: 

• ? 

"That Senate suspend its rules with regard 

to the two semester time lag requirement 

for the offering of new courses in order 

that General Studies 

075-2

may be first 

offered in the Spring semester, 

1972."

SiMON FRASER UNIVERSITY

71-99

MEMORANDUM

Mr. ?

H. ? 

Evans     

.......................... .................

From  

...... ... ... 

I ^ ...... 

The new course proposal SCUS 71-6 was approved by the Senate 

Committee on Undergraduate Studies and is submitted to Senate for 

its consideration. 

If the course is approved by Senate, I would 

make

the following 

motion: 

"That Senate suspend its rules with regard to the two semester 

time lag requirement for the offering of new courses in order that 

G.S. 075-2 may be first offered in Spring Semester, 1972." 

RC B/lbs 

PROPOSED NEW COURSE - GENERAL STUDIES 075 

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(

7/ -

The primary function of a University is not, as is sometimes implied, the 

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transmission of information from teacher to student. Rather it is, in a sense, 

'Lo

.

1

)rej)01C each student to become his own theorist. To make his own judgnints, rather 

than to accept, uncritically, those of others. Thus, while the transmission of in- 

formation is essential to the purpose of a University, its primary goal is fulfilled 

only v 

I

licn students take this information, question it, elaborate upon it, reformulate 

it, reinterpret it, and, ultimately, add to it. Or, in a word, the principle function 

of a University is to make people think. 

Of the greatest importance in this fundamental task of a University is the ability 

to wei 

g

h information objectively. To this end, we offer various courses under various 

names which deal with methods currently employed for the objective assessment and 

evaluation of information and data. For example, to name some, we have courses in 

History, Psychology, Biological Sciences, Physics, 13SF, PSA in the application of 

"the scientific method" to the specific subject matter of these disciplines. 

Unfortunately, it is not always seen that these same techniques for protecting 

ourselves against biased, preconceived and/or emotional conclusions within a specific 

academic discipline can also be employed to examine the many "facts" and "explanations" 

we encounter in everyday life. While a student in a particular discipline may see 

immediately that a certain conclusion is not recessarily valid because of an identifiable 

uncontrolled factor, the same person oft times accepts uncritically conclusions presented 

on the 

T,all,

in the mail and via the various "news media despite the fact that, sub- 

jected to the same sort of scrutiny, it, too, is not necessarily true. 

There are countless examples of actions taken, not only in the universit 

y

, but 

throughout the world, which would have been revealed to be unnecessary if someone 

. had taken the time to check the "facts" presented to justify these actions. 

For whatever reasons, the evidence seems to-be overwhelming that there is little 

transfer, in terms of application, of the research attitude taught in specific disciplines 

to problems and positions in everyday life. It is therefore proposed that the University 

offer a course specifically designed to demonstrate the applicability of these techniques 

to common everyday problems. 

By doing so, several goals may be achieved. First, 

we

would take a giant step 

toward making it explicit that our purpose is not simply the transmission of information, 

but is the development of thoughtful educated future citizens. 

Secondly, over the course of years, we would produce a population of graduates, 

the majority of whom would he immune to being stampeded by emotional ill-considered 

arguments lacking empirical support. A good many of the problems and crises in this 

world--not to mention the violence--stems from the acceptance of unexamined slogans, 

cliches and shibboleths. If just a small percentage of University students can he 

made to look at all issues critically and thoughtfully, the tiniversity 

would perform 

a tremendous service to both its students and to future generations. Indeed, if other 

Universities followed suit, we would eventually virtually eliminate people who 

righteously respond to propaganda, rumors and misinformation. 

Althbugh there are, at present, no courses required of all students, it is hoped 

that Senate would consider this course as a requirement for all SFU degrees. 

FACULTY OF ARTS

November, 1969 

NEW

COURSE PROPOSAL

1. CALENDAR 

INFORMATION

Department: General Studies Course Number: 

075

Title: "Issues" and Ansicr 

Sub-title or Description: Deals with appropriate methods for the exominiation of 

typical "issues," "positions," and "solutions" encountered in nonacademic settings. Surve:b 

methods of examining the validity of such issues, 

emphasizing 

the distinction between 

between emotion and reason and between value judgmcnt and fact. 

Credit 1-lours: 2 

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Vector Description: 

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2-0-0 

Pre-requisite(s): 

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None 

2.

ENROLMENT AND SCHEDULING 

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Estimated Enrolment: 100-200 

Semester Offered (e.g. yearly, every Spring; twice yearly, Fall 

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and Spring): 

ye

i

arly, or as required. 

When will course first be offered? 

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As soon as possible under Senate rogulations. 

3.

JUSTIFICATION ? • 

A.

What is the detailed description of the course including 

differentiation from lower level courses, from similarCourSes 

in the same department, and from courses in other departments 

in the University? ? 

This course concentrates on the use of the 

empirical approadh on problems not typically associated with the "scientific 

method." Thus, there is virtually no overlap between the content of this 

course and the several courses offered in the University which cover research 

techniques and philosophy. 

B.

What is the range of topics that may be dealt with in the 

course? The range is virtually unlimited, and could be left somewhat 

• ? 

open to accomdate student requests to focus upon a particular area or 

prohlcm. Topics could include the examination of such statements as: 

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"All people affected by a decision should participate in it," "The University 

is the tool of Capitalism," "Redheads are temperamental," "Peuple who dontt 

• ? 

look you in the eye are liars," "Political change should originate in the 

University," "Univority programs should emphasize social relevance,i etc. 

V ?

How

as this course 

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fit the goals of 

?

the department? 

Not applicable ? 

D. ?

How

does this course affect degree 

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requirements? 

•

It

is

proposed that the course ba acceptable toward all 

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University degrees. 

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thile no course is presently re- 

quired of all students, 

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cnate might vsh to consider 

•

•

this possibility for this course. 

•

Otherwise, there is no effect upon degree requirements. 

•

E. ?

What are the calendar changes necessary to reflect the 

addition of 

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this ? 

course? ? 

V ?

V V

Addition of course number and description. 

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-V

F. ? 

What course, 

?

if any, ? 

is being dropped from the calendar if 

this course is approved? 

V

none ? 

•. ?

V ?

•

G. ? 

What is the nature of student demand for this course? 

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It

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is anticipated that student demand will be substantial. 

H.

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Other reasons ? 

for ? 

introducing the course. 

• ? 

.

There would seem to be a tremendous need for a course of this type 

in

that, both in the University and in the community, there. is little 

evidence that this type of guidance is being provided elsewhere. 

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In

addition, if it is possible to instill a research attitude in students, 

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this approach would hopefully be transfered to the children of these 

:

• ? 

students 

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ihen they become parents. 

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Also, some of these students will 

.

become teachers and thus 

have 

the opportunity of instilling a research 

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approach in tomorrows citizens via the 

SChOOlS.

3.

4.

BUDGETARY AND SPACE FACTORS 

A. ? 

Which ? 

faculty will be available 

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to

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teach this 

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course? 

Several faculty have expressed willingness to teach such a course 

if

Departmental release is possible. 

ff

•

B.

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What are the special 

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space and/or equipment requirements 

for ? 

this course? 

•

.

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Non' 

C. ? 

Any other budgetary implications of mounting this course: 

No ? 

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It would be possible to have "labs" during whic specific problems,                          

•

selected perhaps by students on an individual basis, were subjected 

to examination, but there does not seem to 

be,

at the present time,                                        

•. 

any provision for funding TA's in General Studies. 

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Approval: 

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•

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Curriculum Committee: 

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•• ? 

•• 

•                                                        • • ? 

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Dean ? 

of ? 

Faculty: ? 

C

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Senate: ? 

S ? • ?

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