Donald and Louie Cowan Archive
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Item A World Federation of Learning(1965-01-01T00:00:00-08:00) Cowan, DonaldItem Address to the Knights of Columbus, Ft. Worth(1966-01-23T00:00:00-08:00) Cowan, DonaldItem Address to the Lions Club of Dallas(1963-01-11T00:00:00-08:00) Cowan, DonaldItem Commencement 1972(1972-09-01T00:00:00-07:00) Cowan, DonaldItem Convocation 1965(1965-10-01T00:00:00-07:00) Cowan, DonaldThis convocation officially opens the tenth academic year of the University of Dallas. For the historical record, I should point out that our charter is much older than that, dating back to 1910. Under this charter the University of Dallas existed for a dozen years in a handsome, huge structure on Oak Lawn, later occupied by Jesuit High School. There are many proud graduates of that institution around who love to reminisce about the old school. But there came a time when the Vincentian Order, who ran the University, found the going difficult and turned the charter and name of the University of Dallas over to the safekeeping of the Diocese; thus it was preserved for us, a good name to grace a new institution set on a hill overlooking the city.Item Faculty Day 1966(1966-09-06T00:00:00-07:00) Cowan, DonaldThe second decade of the University of Dallas is opening with great portents. Even nature has paid us homage; for the first time in our history green grass will be on our campus at the opening of school--not only green, but mowed and trimmed, symbolizing, I suppose, our emergence from the wilderness. EVen now, the bulldozers are gathering to lay back the ground for a gymnasium, a graduate building, and the first structure deliberately designed to be useless, a tower. It is a mark of our maturity that we have resources to spare sufficient for a wholly symbolic edifice, one that expresses not so much our pride as our aspiration.Item Humane Living in an Age of Technology(1990-01-01T00:00:00-08:00) Cowan, DonaldOur society has already entered a new age, in which the basic social structures are undergoing radical change. Most people refuse to recognize the shift and are ingeniously trying to preserve or restore the old. They are busying themselves with educational reforms, economic strategies, strict concern for property and for profit; they doggedly insist on reinforcing the crumbling walls instead of building new structures: "back to basics," the frantic attempt to raise scores, the insistence upon literacy as the single qualification for membership in society, the futile effort to stem a tidal wave of drugs and debauchery with the fragile moralism of a past age. But however we may strive in this direction, the new is among us, whether we like it or not. We are into a new cultural situation, where individual enterprise and ambition will be insufficient motives for the operation of society. Competition, the safeguard against conspiracy, our traditional way of fostering individualism, is no longer effective in an economy not ruled by scarcity. but by the plenty that technology provides. Aggressiveness ceases to be an advantage and is no longer counted a virtue. The question is, can we -- believers in progress that we are -- make a low-key society work?Item Leadership and the University(1972-01-01T00:00:00-08:00) Cowan, DonaldItem Liberal Education at UD(1997-04-04T00:00:00-08:00) Cowan, DonaldItem Lifelong Learning(1990-01-01T00:00:00-08:00) Cowan, DonaldWe are, all of us, in the business of education. Mortimer Adler, in his Paideia Proposal, distinguishes between â educatioâ ¢n and â schoolingâ ¢, considering â educatioâ ¢n to be the life -long process of learning by which an individual becomes an educated person, while â schoolingâ ¢ is the formal process that you and I administer to the young. My vocabulary is different; what he calls schooling I call education, and what he calls education I call learning. So it will be with others, and there are many, who write or talk on this work we are in, all with different vocabularies. Still, the reader should have no difficulty; just as the string section of an orchestra automatically shifts to a well -tempered scale when the piano breaks into the concerto, so we adjust our interpretations according to the intention of the message. Meaning exceeds definition, we might say, in the same way that a real landscape is more than a map.Item Living on the Frontier of Knowledge(1965-01-01T00:00:00-08:00) Cowan, DonaldItem Maxims for the Principals Institute(1990-01-01T00:00:00-08:00) Cowan, DonaldExcerpts from Comments by Donald Cowan at the 1990 Principals' InstituteItem Myth as Transformation of Conflict(1990-01-01T00:00:00-08:00) Cowan, DonaldA question that educators must consider is what and how much should be taught--the minimum needed? or the maximum time will allow? Do we pace our teaching to the slow student or to the brightest? The question "Can we be excellent and equal, too?" has vexed educators since universal education became feasible--a century or so ago. The question is an oxymoron on the face of it--a self-contradiction: one cannot both excel others and be equal to them. Logic compels us to educate for one or the other--if we grant that excellence requires education and democracy requires equality. Of course, there are many stratagems for dodging the question: tracking, magnet schools, talented and gifted programs, "choice"--all devices of stratification aimed at excellence at the expense of equality--that is, of democracy. But the problem is not peculiarly modern; it has been present to challenge educators apparently from the beginning of history. For the question it poses is at the heart of the mortal enterprise: is the human purpose served best by protecting truth from unworthy hands or by throwing it open to all who come? It is unlikely that we shall find a suitable solution to this age-long dilemma in our deliberations during the next few days, but we may be able to cast it in a different light. And, as one might suppose from this morning's lecture, that light is one of myth.Item On the Need for Graduate Education(1964-01-01T00:00:00-08:00) Cowan, DonaldItem Physics as a Mode of Wonder(1996-03-02T00:00:00-08:00) Cowan, DonaldWhat is the state of physics today and where is it going? We could say first that all the sciences continue to draw closer together. Molecular Studies, for example, encompass physics, chemistry, and biology--each mode of seeing respecting the others, not only comparing each other's data but using them in analyses--much as thermodynamics was wont to do in days of yore. It seems likely that a phenomenological association in the sciences may replace or at least modify departmental segregation in academic institutions.Item Presidential Address to Faculty(1962-09-04T00:00:00-07:00) Cowan, DonaldItem Prometheus and Zeus: Can We Be Equal and Excellent Too? Elitism and Equality(1988-01-01T00:00:00-08:00) Cowan, DonaldItem Remarks at Catholic Secondary Education Dinner(1968-10-20T00:00:00-07:00) Cowan, DonaldItem Science and Poetry(2021-01-22T16:09:25-08:00) Cowan, DonaldItem Senior Convocation Address(1965-01-01T00:00:00-08:00) Cowan, Donald
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