Bruner Seeks Seminars For Advanced Freshmen

A dramatic three and one-half year seminar for gifted students, beginning in the Freshman year, was yesterday proposed by Jerome S. Bruner, professor of Psychology and member of the CEP. Students in the program would do research under a Faculty member's guidance, and receive course reduction.

Bruner's announcement of his proposal followed the CEP's Wednesday resolution to publically open debate over "spoon-feeding" in the Freshman year. At that time the Committee had discussed, on an exploratory level, the possibility of changing the plan of the Freshman year.

Under Bruner's proposal, about 15 per cent of Freshmen would have an opportunity at mid-year to enter special sections in one of their large introduction courses, to be directed by an "experienced" Faculty member. In the special section, or "workshop," as Bruner calls it, students would do both accelerated course work and independent research. After Freshman year, students would continue various workshops until graduation, taking only three regular courses. These later would be independent from courses, and would "prepare the student for his senior theses."

Critical Moment in History

"This is a critical moment in Harvard's history," Bruner said, citing recent discussion over expanding University enrollment. He insisted that improvement in the "quality" of education should have priority over expansion.

Bruner also took issue with those who might criticize his proposal because of its costliness. "People said the same thing when President Lowell proposed tutorial. The only way to get support for such a system is to try it first, using money from the Program and hoping for grants from interested founadtions and individuals."

To implement his proposals, Bruner advocated enlarging the Faculty if necessary. He also felt that such a program, involving only 15 per cent of the students, might arouse enough enthusiasm on the part of other students to warrant eventually allowing a larger number to participate.

Bruner stressed the element of "leisure, independence and excitement" in his proposal, in contrast to the "continued uninspiring note-taking" which prevails now. The director of one workshop might have some of his students sit in on lectures in other courses, or do independent research or aid Faculty members on a particular project; all with the object of having the student learn to think independently.

In the Natural Sciences, Bruner suggested, students might aid Faculty members in research, possibly for pay.