H.APPENINGS
541
the pedagogical triangle in its fullness.
2
The dynamic between teacher
and taught must be permanently preserved from retrogression into the
old hierarchical relation of master and disciple, and from the demagogy
of a symmetry between teacher and taught, or the transformation of
the fom1er into a simple expert-counselor. Knowledge must also cease–
I~ssly
be rescued from falling into the status of a thing known; its com–
partmentalization (in departmen ts or fields o[ specialization within the
Faculty, for example) must be thrown into question; its ultimate goal
must be under constant suspicion. In this society, knowledge is ever
compromised by power.
6) May those who fear the "politicization" of instruction and wish
[or "serious work" to be possible in this Faculty be entirely reassured:
\I·e too fear the politicization of the University by Fouchet or Ortoli,3
we too want to pursue true work, that is, the work of the truth. We
have no catechism to make others recite, no dogma to insinuate, no con–
viction to suggest. vVe desire that in all the seminars, workshops, com–
mittees of this Faculty be raised and debated the questions which are
posed to Humanity.
(Translated from the French
by
Peter Brooks)
CH ICAGO:*
An Appeal to the Troops
''\Te
know that you're here under orders.
Maybe you want to know why
WE'RE
here.
We're here because we - the entire American people - were
double-crossed in
1964
by an Administration that promised peace and
practiced war. We're here to say that the Johnson Administration has
no right to perpetuate itself.
We have exercised our Constitutional right of free assembly for
3 R espectively, Ministers of the Interior and of Education when this
report was written.
*
Sec page 529.
