UERRILL.fIELD IrOGRAM.IV'EWSLETTER
Vol. 2 No. 2 February 1971
Prepared and Edited by Carroll Seron and Nick Royal,
The Merrill Field Office
Table of Contents
I. Opening Comments 1
II. Preparation Course—Spring Quarter 2
III. Suggestions for Field Work 3
IV. Needed: Student Members for the Field Committee 5
V. Money Available 5
VI. Dates of Programs on Field Study and Deadlines for
Petitions for Spring 6
I. Opening Comments
Field work: the role it plays in one's education, the effects
upon the community, the positive and negative features have been
questions tossed around since the program began. Since the Field
Committee reached a decision this quarter with regard to a Statement
of Philosophy, perhaps some of the major points presented should be
shared with the Merrill community at large.
Merrill College is particularly interested in field work
as it relates to the college's concern with the Third World
peoples and movements as they have evolved both within the
United States and overseas and of the reactions to these
emerging forces. There is simply no adequate way students
can learn about the Third World without some form of participation. One can read about the values and problems of a
given society, but experiencing them first hand provides an
insight not available in books. In this way students may
come to a greater understanding of the complexity of effecting
social change.
A distinction should be clarified as there are different
types of field work which fall under the auspices of the
Merrill Field Program. In some cases students enter communities
as participant-observers; that is, they share in the on-going,
and usually "quite" well established, structure. Some projects
involve purely service; that is, students work with agencies
that deal with one specific community problem: probation,
education, law. Another type of community work involves
"evaluative research" which is doing work which a particular
community cannot do in the area of collecting information.
In cases where a student has a good deal of preparation and
University of California, Santa Cruz. McHenry Library, Special Collections. 1156 High Street. Santa Cruz, CA, 95064. (831) 459-2547. speccoll@library.ucsc.edu
University of California, Santa Cruz. McHenry Library, Special Collections. 1156 High Street. Santa Cruz, CA, 95064. (831) 459-2547. speccoll@library.ucsc.edu
UERRILL.fIELD IrOGRAM.IV'EWSLETTER
Vol. 2 No. 2 February 1971
Prepared and Edited by Carroll Seron and Nick Royal,
The Merrill Field Office
Table of Contents
I. Opening Comments 1
II. Preparation Course—Spring Quarter 2
III. Suggestions for Field Work 3
IV. Needed: Student Members for the Field Committee 5
V. Money Available 5
VI. Dates of Programs on Field Study and Deadlines for
Petitions for Spring 6
I. Opening Comments
Field work: the role it plays in one's education, the effects
upon the community, the positive and negative features have been
questions tossed around since the program began. Since the Field
Committee reached a decision this quarter with regard to a Statement
of Philosophy, perhaps some of the major points presented should be
shared with the Merrill community at large.
Merrill College is particularly interested in field work
as it relates to the college's concern with the Third World
peoples and movements as they have evolved both within the
United States and overseas and of the reactions to these
emerging forces. There is simply no adequate way students
can learn about the Third World without some form of participation. One can read about the values and problems of a
given society, but experiencing them first hand provides an
insight not available in books. In this way students may
come to a greater understanding of the complexity of effecting
social change.
A distinction should be clarified as there are different
types of field work which fall under the auspices of the
Merrill Field Program. In some cases students enter communities
as participant-observers; that is, they share in the on-going,
and usually "quite" well established, structure. Some projects
involve purely service; that is, students work with agencies
that deal with one specific community problem: probation,
education, law. Another type of community work involves
"evaluative research" which is doing work which a particular
community cannot do in the area of collecting information.
In cases where a student has a good deal of preparation and
