The Massachusetts Institute of Technology yesterday concluded a week-long Centennial celebration of major speeches, international conferences, and academic . Speeches on Friday by British Prime Minister Harold Macmillan and Secretary State Dean Rusk highlighted a busy week of activities for alumni, delegates from other universities, and 150 of the world's leading thinkers who had met to discuss scientific and engineering education.
Macmillan provided what to be the keynote for the intellectuals' findings: theme is Unity," the Prime Minister said in a major address to the American people. "We must reach out beyond interdependence to united action." He called on the non-Communist countries to evolve into a wider unity--without national traditions. He advocated common defense policies and the abolition of as many trade restrictions as possible. First Lesson
After defending England's "nuclear contribution," Macmillan stated, "The first for us to accept, therefore, is that our political ideas must never be national- in the narrow sense. It is no longer right to consider policies exclusively in to the United States or Britain. . . . This means a revolution in our political thought." Also stressing unity, Secretary of State earlier pledged a better foreign through a more unified effort at --more efficient administration. "We two years to decide to send a team nation to advise on public administration. Perhaps we can teach by The programs will not be "annual programs," the Secretary said, but involve a range thinking on the part of the and the helped. With a stronger between developing countries, United States can establish giver- exchanges to replace the present -receiver arrangement, he stated. Private Conference
Your private conferences held all last the scientists and humanists also themselves with greater . The internationally known debated not the procedure and of technological education but of developing what Paul Tillich in one of the speeches, "the multi- unity that is man." Though the conferences were closed public and the press, four MIT reported on the proceedings Max F. Millikan, Director Center for International Studies, a conference on science education the newly developing nations: The recognized two ways of going each problem but agreed in the end cooperative effort of both methods help. group of researchers, as well school-age citizens must be taught; countries need a new technology as the established technology of developed nations; Asia, Africa, South America need not only new within the country but as- from abroad. "Intellectual Slums"
that discussed education in with more advanced technol- found, "In this intellectual build- we still have intellectual slums schools that fail to keep up in science and technology." of organizing the mass of knowledge concerned a third --on the interactions of science society. The participants agreed that must be a part of any education, not agree why. They claimed now can judge the changes and recommended that adults to classes at regular intervals for knowledge. group, discussing implications on international relations, "The scientist cannot divorce from the consequences of his The members saw three threats opportunities for the scientists and : the arms race, the population , and welfare aid in new the prominent visitors at MIT in their remarks what one explicitly: "We are the first to hold a veto power over human evolution." ," he said, "has an obligation knowledge for its own sake and the advancement of human needs. doing the second we cannot first."
Speeches on Friday by British Prime Minister Harold Macmillan and Secretary State Dean Rusk highlighted a busy week of activities for alumni, delegates from other universities, and 150 of the world's leading thinkers who had met to discuss scientific and engineering education.
Macmillan provided what to be the keynote for the intellectuals' findings: theme is Unity," the Prime Minister said in a major address to the American people. "We must reach out beyond interdependence to united action." He called on the non-Communist countries to evolve into a wider unity--without national traditions. He advocated common defense policies and the abolition of as many trade restrictions as possible. First Lesson
After defending England's "nuclear contribution," Macmillan stated, "The first for us to accept, therefore, is that our political ideas must never be national- in the narrow sense. It is no longer right to consider policies exclusively in to the United States or Britain. . . . This means a revolution in our political thought." Also stressing unity, Secretary of State earlier pledged a better foreign through a more unified effort at --more efficient administration. "We two years to decide to send a team nation to advise on public administration. Perhaps we can teach by The programs will not be "annual programs," the Secretary said, but involve a range thinking on the part of the and the helped. With a stronger between developing countries, United States can establish giver- exchanges to replace the present -receiver arrangement, he stated. Private Conference
Your private conferences held all last the scientists and humanists also themselves with greater . The internationally known debated not the procedure and of technological education but of developing what Paul Tillich in one of the speeches, "the multi- unity that is man." Though the conferences were closed public and the press, four MIT reported on the proceedings Max F. Millikan, Director Center for International Studies, a conference on science education the newly developing nations: The recognized two ways of going each problem but agreed in the end cooperative effort of both methods help. group of researchers, as well school-age citizens must be taught; countries need a new technology as the established technology of developed nations; Asia, Africa, South America need not only new within the country but as- from abroad. "Intellectual Slums"
that discussed education in with more advanced technol- found, "In this intellectual build- we still have intellectual slums schools that fail to keep up in science and technology." of organizing the mass of knowledge concerned a third --on the interactions of science society. The participants agreed that must be a part of any education, not agree why. They claimed now can judge the changes and recommended that adults to classes at regular intervals for knowledge. group, discussing implications on international relations, "The scientist cannot divorce from the consequences of his The members saw three threats opportunities for the scientists and : the arms race, the population , and welfare aid in new the prominent visitors at MIT in their remarks what one explicitly: "We are the first to hold a veto power over human evolution." ," he said, "has an obligation knowledge for its own sake and the advancement of human needs. doing the second we cannot first."
He called on the non-Communist countries to evolve into a wider unity--without national traditions. He advocated common defense policies and the abolition of as many trade restrictions as possible. First Lesson
After defending England's "nuclear contribution," Macmillan stated, "The first for us to accept, therefore, is that our political ideas must never be national- in the narrow sense. It is no longer right to consider policies exclusively in to the United States or Britain. . . . This means a revolution in our political thought." Also stressing unity, Secretary of State earlier pledged a better foreign through a more unified effort at --more efficient administration. "We two years to decide to send a team nation to advise on public administration. Perhaps we can teach by The programs will not be "annual programs," the Secretary said, but involve a range thinking on the part of the and the helped. With a stronger between developing countries, United States can establish giver- exchanges to replace the present -receiver arrangement, he stated. Private Conference
Your private conferences held all last the scientists and humanists also themselves with greater . The internationally known debated not the procedure and of technological education but of developing what Paul Tillich in one of the speeches, "the multi- unity that is man." Though the conferences were closed public and the press, four MIT reported on the proceedings Max F. Millikan, Director Center for International Studies, a conference on science education the newly developing nations: The recognized two ways of going each problem but agreed in the end cooperative effort of both methods help. group of researchers, as well school-age citizens must be taught; countries need a new technology as the established technology of developed nations; Asia, Africa, South America need not only new within the country but as- from abroad. "Intellectual Slums"
that discussed education in with more advanced technol- found, "In this intellectual build- we still have intellectual slums schools that fail to keep up in science and technology." of organizing the mass of knowledge concerned a third --on the interactions of science society. The participants agreed that must be a part of any education, not agree why. They claimed now can judge the changes and recommended that adults to classes at regular intervals for knowledge. group, discussing implications on international relations, "The scientist cannot divorce from the consequences of his The members saw three threats opportunities for the scientists and : the arms race, the population , and welfare aid in new the prominent visitors at MIT in their remarks what one explicitly: "We are the first to hold a veto power over human evolution." ," he said, "has an obligation knowledge for its own sake and the advancement of human needs. doing the second we cannot first."
First Lesson
After defending England's "nuclear contribution," Macmillan stated, "The first for us to accept, therefore, is that our political ideas must never be national- in the narrow sense. It is no longer right to consider policies exclusively in to the United States or Britain. . . . This means a revolution in our political thought." Also stressing unity, Secretary of State earlier pledged a better foreign through a more unified effort at --more efficient administration. "We two years to decide to send a team nation to advise on public administration. Perhaps we can teach by The programs will not be "annual programs," the Secretary said, but involve a range thinking on the part of the and the helped. With a stronger between developing countries, United States can establish giver- exchanges to replace the present -receiver arrangement, he stated. Private Conference
Your private conferences held all last the scientists and humanists also themselves with greater . The internationally known debated not the procedure and of technological education but of developing what Paul Tillich in one of the speeches, "the multi- unity that is man." Though the conferences were closed public and the press, four MIT reported on the proceedings Max F. Millikan, Director Center for International Studies, a conference on science education the newly developing nations: The recognized two ways of going each problem but agreed in the end cooperative effort of both methods help. group of researchers, as well school-age citizens must be taught; countries need a new technology as the established technology of developed nations; Asia, Africa, South America need not only new within the country but as- from abroad. "Intellectual Slums"
that discussed education in with more advanced technol- found, "In this intellectual build- we still have intellectual slums schools that fail to keep up in science and technology." of organizing the mass of knowledge concerned a third --on the interactions of science society. The participants agreed that must be a part of any education, not agree why. They claimed now can judge the changes and recommended that adults to classes at regular intervals for knowledge. group, discussing implications on international relations, "The scientist cannot divorce from the consequences of his The members saw three threats opportunities for the scientists and : the arms race, the population , and welfare aid in new the prominent visitors at MIT in their remarks what one explicitly: "We are the first to hold a veto power over human evolution." ," he said, "has an obligation knowledge for its own sake and the advancement of human needs. doing the second we cannot first."
Also stressing unity, Secretary of State earlier pledged a better foreign through a more unified effort at --more efficient administration. "We two years to decide to send a team nation to advise on public administration. Perhaps we can teach by The programs will not be "annual programs," the Secretary said, but involve a range thinking on the part of the and the helped. With a stronger between developing countries, United States can establish giver- exchanges to replace the present -receiver arrangement, he stated. Private Conference
Your private conferences held all last the scientists and humanists also themselves with greater . The internationally known debated not the procedure and of technological education but of developing what Paul Tillich in one of the speeches, "the multi- unity that is man." Though the conferences were closed public and the press, four MIT reported on the proceedings Max F. Millikan, Director Center for International Studies, a conference on science education the newly developing nations: The recognized two ways of going each problem but agreed in the end cooperative effort of both methods help. group of researchers, as well school-age citizens must be taught; countries need a new technology as the established technology of developed nations; Asia, Africa, South America need not only new within the country but as- from abroad. "Intellectual Slums"
that discussed education in with more advanced technol- found, "In this intellectual build- we still have intellectual slums schools that fail to keep up in science and technology." of organizing the mass of knowledge concerned a third --on the interactions of science society. The participants agreed that must be a part of any education, not agree why. They claimed now can judge the changes and recommended that adults to classes at regular intervals for knowledge. group, discussing implications on international relations, "The scientist cannot divorce from the consequences of his The members saw three threats opportunities for the scientists and : the arms race, the population , and welfare aid in new the prominent visitors at MIT in their remarks what one explicitly: "We are the first to hold a veto power over human evolution." ," he said, "has an obligation knowledge for its own sake and the advancement of human needs. doing the second we cannot first."
The programs will not be "annual programs," the Secretary said, but involve a range thinking on the part of the and the helped. With a stronger between developing countries, United States can establish giver- exchanges to replace the present -receiver arrangement, he stated. Private Conference
Your private conferences held all last the scientists and humanists also themselves with greater . The internationally known debated not the procedure and of technological education but of developing what Paul Tillich in one of the speeches, "the multi- unity that is man." Though the conferences were closed public and the press, four MIT reported on the proceedings Max F. Millikan, Director Center for International Studies, a conference on science education the newly developing nations: The recognized two ways of going each problem but agreed in the end cooperative effort of both methods help. group of researchers, as well school-age citizens must be taught; countries need a new technology as the established technology of developed nations; Asia, Africa, South America need not only new within the country but as- from abroad. "Intellectual Slums"
that discussed education in with more advanced technol- found, "In this intellectual build- we still have intellectual slums schools that fail to keep up in science and technology." of organizing the mass of knowledge concerned a third --on the interactions of science society. The participants agreed that must be a part of any education, not agree why. They claimed now can judge the changes and recommended that adults to classes at regular intervals for knowledge. group, discussing implications on international relations, "The scientist cannot divorce from the consequences of his The members saw three threats opportunities for the scientists and : the arms race, the population , and welfare aid in new the prominent visitors at MIT in their remarks what one explicitly: "We are the first to hold a veto power over human evolution." ," he said, "has an obligation knowledge for its own sake and the advancement of human needs. doing the second we cannot first."
Private Conference
Your private conferences held all last the scientists and humanists also themselves with greater . The internationally known debated not the procedure and of technological education but of developing what Paul Tillich in one of the speeches, "the multi- unity that is man." Though the conferences were closed public and the press, four MIT reported on the proceedings Max F. Millikan, Director Center for International Studies, a conference on science education the newly developing nations: The recognized two ways of going each problem but agreed in the end cooperative effort of both methods help. group of researchers, as well school-age citizens must be taught; countries need a new technology as the established technology of developed nations; Asia, Africa, South America need not only new within the country but as- from abroad. "Intellectual Slums"
that discussed education in with more advanced technol- found, "In this intellectual build- we still have intellectual slums schools that fail to keep up in science and technology." of organizing the mass of knowledge concerned a third --on the interactions of science society. The participants agreed that must be a part of any education, not agree why. They claimed now can judge the changes and recommended that adults to classes at regular intervals for knowledge. group, discussing implications on international relations, "The scientist cannot divorce from the consequences of his The members saw three threats opportunities for the scientists and : the arms race, the population , and welfare aid in new the prominent visitors at MIT in their remarks what one explicitly: "We are the first to hold a veto power over human evolution." ," he said, "has an obligation knowledge for its own sake and the advancement of human needs. doing the second we cannot first."
Though the conferences were closed public and the press, four MIT reported on the proceedings Max F. Millikan, Director Center for International Studies, a conference on science education the newly developing nations: The recognized two ways of going each problem but agreed in the end cooperative effort of both methods help. group of researchers, as well school-age citizens must be taught; countries need a new technology as the established technology of developed nations; Asia, Africa, South America need not only new within the country but as- from abroad. "Intellectual Slums"
that discussed education in with more advanced technol- found, "In this intellectual build- we still have intellectual slums schools that fail to keep up in science and technology." of organizing the mass of knowledge concerned a third --on the interactions of science society. The participants agreed that must be a part of any education, not agree why. They claimed now can judge the changes and recommended that adults to classes at regular intervals for knowledge. group, discussing implications on international relations, "The scientist cannot divorce from the consequences of his The members saw three threats opportunities for the scientists and : the arms race, the population , and welfare aid in new the prominent visitors at MIT in their remarks what one explicitly: "We are the first to hold a veto power over human evolution." ," he said, "has an obligation knowledge for its own sake and the advancement of human needs. doing the second we cannot first."
group of researchers, as well school-age citizens must be taught; countries need a new technology as the established technology of developed nations; Asia, Africa, South America need not only new within the country but as- from abroad. "Intellectual Slums"
that discussed education in with more advanced technol- found, "In this intellectual build- we still have intellectual slums schools that fail to keep up in science and technology." of organizing the mass of knowledge concerned a third --on the interactions of science society. The participants agreed that must be a part of any education, not agree why. They claimed now can judge the changes and recommended that adults to classes at regular intervals for knowledge. group, discussing implications on international relations, "The scientist cannot divorce from the consequences of his The members saw three threats opportunities for the scientists and : the arms race, the population , and welfare aid in new the prominent visitors at MIT in their remarks what one explicitly: "We are the first to hold a veto power over human evolution." ," he said, "has an obligation knowledge for its own sake and the advancement of human needs. doing the second we cannot first."
"Intellectual Slums"
that discussed education in with more advanced technol- found, "In this intellectual build- we still have intellectual slums schools that fail to keep up in science and technology." of organizing the mass of knowledge concerned a third --on the interactions of science society. The participants agreed that must be a part of any education, not agree why. They claimed now can judge the changes and recommended that adults to classes at regular intervals for knowledge. group, discussing implications on international relations, "The scientist cannot divorce from the consequences of his The members saw three threats opportunities for the scientists and : the arms race, the population , and welfare aid in new the prominent visitors at MIT in their remarks what one explicitly: "We are the first to hold a veto power over human evolution." ," he said, "has an obligation knowledge for its own sake and the advancement of human needs. doing the second we cannot first."
group, discussing implications on international relations, "The scientist cannot divorce from the consequences of his The members saw three threats opportunities for the scientists and : the arms race, the population , and welfare aid in new the prominent visitors at MIT in their remarks what one explicitly: "We are the first to hold a veto power over human evolution." ," he said, "has an obligation knowledge for its own sake and the advancement of human needs. doing the second we cannot first."
the prominent visitors at MIT in their remarks what one explicitly: "We are the first to hold a veto power over human evolution." ," he said, "has an obligation knowledge for its own sake and the advancement of human needs. doing the second we cannot first."
," he said, "has an obligation knowledge for its own sake and the advancement of human needs. doing the second we cannot first."
