departures and returns
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mitment of individuals within the faculty and administration,
the University maintains its historic religious perspective. At
Wake Forest, those who represent this perspective engage in a
continuing dialogue with those of other views who join with
them in dedication to teaching and learning. Together they as-
sume responsibility for the integrity of the institution and for its
commitment to academic excellence.
In keeping with its belief in the value of community, Wake
Forest also recognizes an obligation to preserve its atmosphere
of mutual respect and of openness to diverse interests and con-
cerns. Its religious heritage, which continues to find expression
in tradition, ritual, and convocation, provides unifying and sus-
taining values beneficial to the whole community. Because of its
heritage, Wake Forest fosters honesty and good will, and en-
courages the various academic disciplines to relate their partic-
ular subjects to the fundamental questions which pertain to all
human endeavor.
Along with the value of community, Wake Forest respects
the value of the individual, which it expresses through its con-
cern for the education of the whole person. In view of this con-
cern, a basic curriculum composed of the liberal arts and sciences
is essential to the objectives of the College. This means that while
the usefulness of professional and technical courses is acknowl-
edged, it is necessary that such courses be related to a comprehen-
sive program of humanistic and scientific studies. In particular,
this objective requires an acceptable level of proficiency in those
linguistic and mathematical skills which are foundational to
other pursuits. It also calls for a study of the major contributions
from one or more representative areas within the natural sciences,
the social sciences, and the humanities, including an examina-
tion of integrating disciplines such as religion, philosophy, and
history. Such a course of study, when made an essential part of
the total educational offering, prevents the premature special-
ization which threatens effective communication among the
disciplines, and it addresses the educational undertaking to the
fundamental as well as to the vocational needs of the student.
Wake Forest expects that all of the courses in its curriculum
will make significant demands upon the talents of the student
and will encourage the development of a humane disposition
and an inquiring spirit.
The twelve chapters of the Self-Study which followed the report of
the committee on purpose were filled with descriptive material
about Wake Forest and with recommendations about the University’s
future, far too numerous to record here, but a few central observations
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