Letters to the Editor

Diversity advocates do not try to stifle other side

To the Daily:

Michael Michmerhuizen, in his letter "Diversity advocates should welcome opposing views" (2/16/99), makes the compelling case that "diversity" means the allowance of opposing views. He states that Rao's and Vohra's previous letter, which claims to uphold the merits of diversity, is ironically intolerant of an opposing view. There is more to it than meets the eye.

His criticism makes sense if you consider racial intolerance to be merely "an opposing view." Michmerhuizen's plea for tolerance fails to recognize that Rao and Vohra are confronting intolerance. The original letter that sparked this chain said that "diversity is not necessary to education," sending the message that "different people need not apply."

More importantly, Rao and Vohra never even suggest that Michmerhuizen not voice his opinion, they merely attacked it for what it is: the closed-minded ramblings of an intolerant fool. In only opposing the argument, they never shun his right to be here. I cannot give the original writer who demerits diversity such credit. His opinion is purely exclusionary.

Michmerhuizen, had an excellent and thoughtful critique. Unfortunately, it logically countered no one. Opposing the intolerance inherent in all anti-affirmative action, anti-civil rights arguments should not be condemned by inapplicable "straw-man" arguments. Rather, they shed light on the sad state of affairs that features people who are not white having to defend their right to equal education.

Will Youmans

Business junior

Many educational benefits come from diversity

To the Daily:

I am writing in response to Chris Georgeandellis's letter "Diversity not crucial to education" (2/8/99). It amazes me that after almost four years at this University that Georgeandellis neither understands nor appreciates the value of diversity on our campus.

In his letter, Georgeandellis states that "people at the University rarely interact, so let's not pretend that we do." Of course it is a fallacy to believe "merely being in the presence of different looking people makes one's learning experience any different." What does make one's learning experience more rich are meaningful interactions with people different from one's self. The presence of the people of varying backgrounds creates the opportunity for such interactions. This is what the Daily meant in its editorial when it underscored the value of diversity in the classroom. I doubt the editorial meant to imply that we learn through osmosis and "ether."

We can benefit from our diverse environment through class discussions, group project assignments, cultural events and in so many other ways.

Yes, like Georgeandellis writes, some people do get up, go to class and go home without a single thought about cultural backgrounds. However, if we keep an open mind, listen to each other and once in a while make a contentious effort to learn, we will be enriched by each other. I like to think that the majority of us do these things. On a minimal level of effort, because of our different backgrounds and statuses within society, even the simplest discussion on a class topic can introduce you to a unique and fresh perspective that, in a homogeneous environment, you would not even have considered.

In response to Georgeandellis's attack on cultural/social identity groups, which he calls "cliques," I have this to say: It is perfectly normal for people to associate themselves with people who have similar backgrounds and interests. Everybody does it. We feel more comfortable with people in the same situation with us. Uniting with people who face the same challenges as us provides a base of support and empowers us. Just because we put ourselves into these groups doesn't mean that we will never interact with people outside these groups. None of these groups have the stated purpose of self-segregating their members from the rest of the University community. As I mentioned above, there are so many opportunities for interaction with people who are different from us.

I rarely remember most of the factual and theoretical knowledge taught to me in my classes. What has stayed with me and always will are the life lessons I've learned from people of different cultural backgrounds, physical abilities, and sexual orientations, etc. Chris, if you only learn from your professors and GSIs and subscribe to the cynical notions of human nature and diversity you outline in your letter, then I feel sorry for you. You're really missing out.

Michael Buresh

LSA junior

Drivers on North Campus should slow down

To the Daily:

There is definitely something about North Campus that makes the idiot coefficient double when students decide to drive there. I am justified in making this claim because I spend a lot of time driving around North Campus. Maybe you've seen me driving the Commuter or Bursley/Baits busses. Although my tone may be a bit sarcastic, I am writing to address a serious safety concern that exists campus-wide but is especially apparent on North Campus. Why must we speed by busses that are loading and unloading passengers? I have witnessed too many car/pedestrian near-misses because drivers are not paying enough attention to realize that a stopped bus with the four-way flashers on is usually a pretty good sign that there may be pedestrians in the immediate area. The problem is even worse for those who choose to cross the street in front of the bus, where visibility is minimal for oncoming traffic as well as pedestrians.

More than anything, North Campus is a haven for speed demons who are late to class or just driving fast because it's cool. But most of these individuals fail to take any caution to the fact that people may be crossing the road near a stopped bus. Is getting there five seconds earlier really worth the risk of serious injury to a fellow classmate, or possibly a friend? Please slow down.

To you drivers in a hurry because you're late: Get up earlier.

To those of you who think you're hot stuff because you can drive fast - Take a look at the poor sap in the mirror. To my supervisors: Smart weapons ... 'nuff said. To those of you who ride the busses: I hate to sound condescending, but look both ways before crossing the street, then look again. Your tardy classmates are out to get you.

Marc Drake

LSA senior

There are many games to play in dull classes

To the Daily:

While it's hubris to tinker with excellence (which James Miller's column usually is), I had a suggestion of something to do while killing time in classes that his Feb. 17 column ("Things to do when there isn't anything to do") didn't mention. This is a well-known law school game that might be adaptable to classes elsewhere as well.

The game is "Gunner Bingo," and it's real simple. Get together with some friends and fill out Bingo boards with the names of people in your class; normally they should be people you don't like. Every time someone on your board speaks, cross of their name on your sheet. When you complete a row, column, or diagonal, you can win by getting the floor and then using "Bingo" in whatever you say.

There are a lot of variations on this, depending on how many times you want to allow people to use the names of particularly avid speakers, whether you want to allow multiple players to list the same gunners, etc. Some fellas at the Law School a few years ago played a high-stakes game with computer-generated boards. (They also substituted various other relatively ridiculous words for "Bingo," because the B-word, at law schools at least, is a dead giveaway.)

This may not be suitable for all classes but if anyone has one for which it is suited, play in good health. Meanwhile, I have to say that I'm grateful that my three years in Ann Arbor coincided with three years of Miller's column; it's been a treat every Wednesday morning. Thank goodness I don't have to kick around here another year without him to entertain me.

Elliot Regenstein

Law School

02-19-99