"We must provide an outlet for the creative faculties…And it is this challenge which is recognized by every graduate who turns away from practice, disillusioned by his or her inability to find satisfaction in a situation where…the expectations of training are dashed by the reality of practice. Somehow, we must change the system lest the process of education leads to an increasing number of square pegs looking for a home in a world of round holes…
"We must seek to elevate the status of the practitioner, not only that his position is elevated in the eyes of the academic but, more importantly, in the minds of practitioners themselves. Too often we hear that a practitioner cannot be expected to teach or to research. This is the philosophy of despair."1
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