The Journal of College and University Student Housing - Volume 38, No. 2 & Volume 39, No. 1 - 97

The Philosophy of University Housing

Philosophers of the schools of idealism and realism would have no problems accepting the tenets of such a philosophical statement. The idealist would accept the essence of the philosophy primarily because it addresses the issues in developmental terms. The realist would accept it because it addresses itself to the development of the potential qualities inherent in the individual. With philosophical statements, there is often an interpretation that is decidedly different but no less correct. Therefore, to label the Philosophy of University Housing as either idealistic, pragmatic, or realistic would serve only to limit the potential for its implementation. To do so would also undermine the educational tenets of the philosophy, because the philosophy holds that residences at S.I.U.-C. must be educational in nature, fostering a sense of community. Consequently, discussion will focus on a combination of terms that best express the realities of university housing and the potential inherent in the concepts of the philosophy—“practical idealism.” Although the two parts of the term are seemingly contradictory, “practicalism,” which is concerned with the application of knowledge through actual experiences directed toward a useful end, counterbalances the futuristic aspect of “idealism,” which embodies all the theory and purposefulness of what we are attempting to accomplish. Riker (1965) suggests that to achieve community in a campus residential setting, attention must be paid to the gestalt—the totality of experiences and awareness in the life space. Because being assigned to on-campus housing means, in effect, registering for an action course based on everyday living experience, it

If the university separates learning from living experiences, it is teaching the lesson that intellectuality is separate from real life .

is hopelessly naive to teach a student subject matter and ignore the realities of the student’s life and the social systems of the college. Therefore, colleges cannot afford not to have educationally oriented housing. Conceptually, the residence hall experience is a situation in which a student is confronted day in and day out by radically differing value systems—religious, political, economic, racial, or philosophical—presented by friends, classmates, professors, or roommates. The case for housing as an educational facility rests on three fundamental assumptions: (1) environment influences behavior, (2) enrichment of the environment through programming enhances intellectual activity, and (3) learning is a total process (Riker, 1965). According to Coons (1974), one of the characteristics that makes humans unique among mammals is their tremendous and prolonged capacity to learn. Within the limitations of heredity and genetics, we are the composite of what we have been taught. Maslow (1959) suggests in his hierarchy of needs that the need to know (quest for knowledge) may be considered only after physiological and affiliative requirements have been met and self-esteem has been developed. Affiliation and community experiences lead to a sense of responsibility for one’s own well-being in a context of living with others.
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The Journal of College and University Student Housing - Volume 38, No. 2 & Volume 39, No. 1

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 38, No. 2 & Volume 39, No. 1