I believe that genuineness is a central core of the human condition, and that without it much of what it means to be human is lost — a deeply metaphysical claim for a freshman who doesn’t even really know what metaphysics is.
As I listened to NPR on my way home, one of the students interviewed mentioned the response within the Princeton student community.
In one of my seminars last week, all of the male students happened to leave the classroom during the break while a few women stayed behind.
I’m anti-Semitic. Well, at least, that’s what people were saying.
The Editorial Board strongly supports ongoing efforts to provide students with information about the current cases of infection with theN.
Shout it in the streets. Spam the email inboxes. And, for god's sake, somebody put an article in the 'Prince.' Autumn is coming to an end, we are severely unprepared, and meningitis is coming.
In middle school in England, my friends and I used to entertain ourselves by exchanging overdrawn imitations of the stereotypical American valley girl: “Let’s, like, go to the mall!” “OMG, I like, love, like, that shirt!” Feeling smug, I sniggered and mocked, certain I’d never actually talk that way. So I was horrified a few weeks ago when I relistened to an interview I had done for a journalism assignment and discovered that the word “like” featured in almost every sentence.
A couple weeks ago, Benjamin Dinovelli wrote a column titled “Forgetting I’m Asian.” In it, he describes his struggles with the notion of cultural identity as an ethnically Asian student raised by white parents.
In her Nov. 13column, “Pursuing our passions,” Prianka Misra proposes that classes should “adopt a more applied philosophy and utilize an involved approach to assignments and activities, teaching students the problem-solving strategies that are reflected in the real world.” Misra discusses her experience in Professor John Danner’s interactive and application-heavy class, “Special Topics in Social Entrepreneurship: Ventures to Address Global Challenges.” The class allows students to delve into a “pre-professional realm of academics” by letting them apply the concepts they learn to their own venture ideas.
In July and September of this year, the Princeton Alumni Weekly celebrated the long life and upcoming demolition of the Butler Apartments: the barrack-like tract of small frame houses, first opened on Christmas in 1946, that replaced Princeton’s polo field.
It may be time to open Pandora’s box. I am speaking, of course, about the feasibility of integrating mixed modes of learning into Princeton’s humanities courses.
Updated 11:03 p.m. Nov. 17, 2013 Recently, the Undergraduate Student Government announced the candidates running in its upcoming 2013 elections.
There has been a trend in the past four decades of University students shying away from the humanities in favor of science, technology, engineering and mathematics (STEM). The world is becoming increasingly technology-centric.
I decided my major in literally a split second. I was sitting in a room in 1879 Hall waiting for precept to begin, when I realized—suddenly — I was content.
Princeton’s website explains that distribution requirements “transcend the boundaries of specialization and provide all students with a common language and common skills.”Currently, the University requires A.B.
