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  • people now don't appreciate, but the sixties did for them.

  • Now everybody runs around with costumes with long here, no one can virtually way or anything.

  • But this wasn't so until somewhere.

  • The middle late sixties.

  • I at one point was teaching in Berkeley, and people came to class in loincloths on.

  • That was appropriate at the whole business of men wearing much longer here sandals.

  • All of that came in.

  • So there was a dramatic change in the way people appeared.

  • And look, there was a very different way of talking.

  • Of course, no, some of it became very, very quickly.

  • Some sort of didn't know deteriorated towards the volume that the more four letter words you could use, especially in class Visa VI a teacher, the more left you clearly had managed to yourself too.

  • Uh, I think as far as teaching goes, you would have to say it was good and bad.

  • It was both know it was good in the sense that boy know that sense off.

  • Don't horse around with us now.

  • Don't just talk about things that don't matter.

  • You better deliver.

  • There was a sense off.

  • We want something from you.

  • We're here and we're not here to waste our time, and this is totally different from now.

  • Now you have the feeling that they are docile.

  • They are cowed.

  • They're willing to put up with absolutely everything.

  • No matter what you would say to them, they will faithfully write it down on their notes and reproduce it.

  • None of that was in the sixties.

  • On the other side, there was this impatience now also had its obvious.

  • Now it's easy to think out sort of negative effects that if you wanted to say, Now, wait, wait, wait.

  • I mean, this will take a little time.

  • It'll pay off.

  • But give me some time to explain how this really has to be understood.

  • And I'll need a little time to lay foundations.

  • They're difficult to do and in general.

  • So if there was a sense of been cried literally that people didn't want to have any structure and this went to the extent of saying, Let's abolish a schedule.

  • Let's meet whenever we want to meet now.

  • No, no preordained time.

  • Let's abolish teachers.

  • Anybody can get out coupons to get up who has something to say, and people were quite serious about this.

  • And in fact, to my mind, this was such a such a grotesque misunderstanding of what freedom meant.

  • And still, that's what freedom did mean to everybody.

  • That that's prompted me to write the book about freedom.

  • You have to look at this from both sides.

  • That, uh, yes.

  • Now, Clearly, there were some things that probably they didn't learn because they didn't have the patience for But no.

  • If you insist on the comparison right now, the whole country is belly aching and vining about the fact that we don't have enough imagination.

  • We don't have enough initiative.

  • We don't have people who have any, get up and go.

  • We don't have people who are dedicated to things.

  • Everybody sort of just quickly wants to get a safe little career and stash away something interest and have done with it.

  • Well, that was different in the sixties.

  • Now what they look Or did they assimilated?

  • Boy did it moon something.

  • And there was a sense of really acquiring knowledge.

  • You know, if you talked, for example, I I At the time I was teaching Camus, I was teaching sack.

  • I was teaching about freedom.

  • I was teaching nature I was teaching political philosophy Well, it wasn't had, really not that much to do with with my teaching.

  • But you couldn't get into the class now because people wanted that stuff.

  • And maybe a good example with is how people reacted to literature.

  • I mean to teach literature now, and I do.

  • Some of it is a pale, not a pale, miserable shore compared to what it was like to teach literature there.

  • Because when people at that point red, yes, sir, or even Hemingway or Faulkner or whatever they read, they related it to their own experience.

  • And now they went to fire.

  • Sometimes they took it and they lived it out.

  • Now they read something, and the next day they acted as if they were character in history, and that was gorgeous in one way.

  • But of course, if you wanted to teach something that they weren't interested in, they had wax in their ears.

people now don't appreciate, but the sixties did for them.

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A2 teaching freedom people literature sense teach

The 1960s Freed People To Express Themselves

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    林宜悉 posted on 2020/03/27
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