Volume CXXXIII, Number 16 February 15, 2002 f

Is intellectual discourse dead?
GENEVIVE CREEDON

The first unofficial thing I was told about Bowdoin was that it is a "first-grade camp for twenty-year-olds." Perhaps the comment was supposed to be charming and certainly funny, but it also implies that we are walking around with the mentality of first graders in adult bodies.

There is probably nothing wrong with that reality, in moderation. I'm certainly a proponent of getting in touch with one's "inner child," to put it in its clichéd phrasing. The matter, however, creates what we might call a problem in intellectual dialogue on campus. The mission of a college is, as far as I am concerned, to create an intellectual community that facilitates and encourages the exchange of knowledge and ideas.

I will not doubt that Bowdoin houses a community of bel esprits; I simply doubt that the community has gained strength in the face of so-called first-grade "campers." And that minor detail, for me, is an issue. There is something wrong when one has to actively and with no small effort seek to find-and then uphold-an intellectual dialogue.

I know that I'm not the only one who acknowledges this somewhat ironic lack of discourse. It is not, however, a mere matter of starting up such discussion, because it will quickly fade and remain buried beneath the careless and fruitless screams of its competition.

I will be criticized for my critical view and somewhat sharp words, which is fine. Please, respond. Agree, disagree, talk, scream-do something, because that's how it starts. Careless complacency can only be the dominant atmosphere of a place for so long, but it will reign here until more people act or speak to break it.

It is cannot be enough to go to class, come back, and complain about work. There was a Common Hour speaker last semester who lamented that when she was in school, humanities majors carried on charged intellectual debates, but no one wanted to hear about science classes. I remember hearing those words and thinking, "At least they had ongoing intellectual exchanges."

Sometimes I'm inclined to think that the era of that exchange is simply dead. We're living in a different time that focuses less on intellectual capacities and more on practicality and usefulness.

The potential to look beyond those points undoubtedly exists. I see and hear it in my classes every day, but there seems to be an enormous barrier between the classroom and the rest of life that really should not persist.

I once told someone that I am happiest here when I am in class. Though that statement has been challenged by a small group of people, people who have not come here to go to camp, it still holds a lot of truth. The response I got to the comment was, "In a strange way, that is a great tribute to Bowdoin."

And it is. The potential is enormous, and I'm fairly sure that everyone who works here recognizes it and wants to bring it out. But the kind efforts of the people here and the success of our complete education is still left to our attitude, our willingness, and our desire.