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...more general issue concerning my own and the university administration's commitment to increasing the opportunities for women on the Harvard faculty, I recognize, again, that whatever abstract words of reassurance I can offer in this letter--coming in the context of a concrete decision with which you disagree--are unlikely to alleviate your concerns. Let me say only that the ad hoc process is an extraordinarily rigorous one, for both men and women. Some adverse outcomes occur every year, and it is difficult yet genuine reality that a number of individuals will proceed to the ad hoc stage...
...issues are. I mean I known what the issues are for me, and I think I have something to say about issues of contemporary culture, but an emerging generation of artists needs its own generation of critics. One of the functions of the magazine then is to make a context for that new generation of writers...
...Core courses a realiably "effective road to general knowledge." I have heard capable students say that some Core courses left them with little more than isolated fragments of specialized knowledge. These courses were presumably intended to teach broader lessons. But someone who lacks an understanding of the appropriate context is unlikely to learn these lessons...
...courses be designed to meet these goals? For the arts, the question is easy to answer, because the curriculum already contains many courses that successfully cultivate sensibitlites to language, color, design and music in the context of outstanding exemplars. I can think of no reason why all such courses, including courses like Music 51 and Music 180, shouldn't qualify for Core credit...
...goals and rationale of the Core. The Core now seeks to acquaint students with the norms and practices of a (somewhat arbitrarily) selected set of academic disciplines. I have argued that Core courses in the arts should seek to develop sensibilities to language, color, design or music in the context of outstanding exemplars; that Core courses outside the arts should seek to cultivate the intellectual skills and habits that underlie all kinds of rational inquiry, in substantive contexts that are either central to a given area of knowledge or at least broadly interesting and important...