AS SEEN in the preceding chapter, although most professional political scientists devote a considerable portion of their time to teaching, at both the undergraduate and graduate levels, there has been relatively little concern with "method." The teacher of political science has been recruited and has thought of himself, in the first instance, as a research scholar, and only as an afterthought as a teacher. In the present chapter we shall deal with the practices which have been discovered, or which might be employed, to make political science teaching more effective, particularly at the undergraduate level.
As one first-rate scholar put it wryly in a letter to this committee, "Much can be done with the use of slides in the handling of governmental materials of a descriptive nature: graphs, power listings, financial figures, etc. Not much is done on this by most people, because it takes imagination and gets no promotion."
Dean Theodore C. Blegen of the University of Minnesota, in a speech last year, had to take an imaginary leap into 1984 with the aid of "a harmless looking pellet" before he could imagine a headline which said "super Pulitzer prize award announced for distinguished college teaching."1 Or as another recent report summarizes it, in response to a question on method, the answer____________________