< Campus Ecologist Volume VI, 1988, Number 1

Campus Ecologist

Volume 6, Number 1, 1988

Copyright 1988. Carolyn S. Banning and James H. Banning

COMPETITION: HELP OR HINDRANCE TO THE CAMPUS ECOSYSTEM?

By James H. Banning



Competition can be found everywhere in the campus ecosystem. Students are competing with each other in the classrooms. Athletic contests are occurring almost on a daily basis in both formal and informal settings. Faculty members are competing for advancement, tenure slots, and grant funds. Administrators are in constant competition internally over turf and funds. Externally, the institution is in competition with other state institutions, systems of higher education and other departments of state government. The competition continues at the federal and international level for "special projects," contracts, and grant funding.

From all perspectives, competition is a major ingredient in the institution's ecosystem. Is this widespread and high level of intense competition a help or hindrance to the campus ecosystem

Palmer (1987) in an article in Change suggests "civic virtue has collapsed into expressive and competitive individualism, and a loss of integrated vision." Has the sense of community within the campus been eroded by the nature of competition?

Competition and Culture

Kohn (1986), in his book No Contest: The Case Agamst Competition states we as members of the American culture engage in an "endless succession of contests" whose arrangements require "some people to fail in order that others can succeed." Some have called competition our "state religion." Some have called it the "American cultural addiction" and some see resistance to competition as "un-American" or certainly "wimpy. "

It is not a competition that relates to process. The important element is the outcome not process. It is not how you play the game, it is whether you "win or lose." Vince Lombardi said, "Winning isn't everything, it's the only thing" (Kohn, 1986). Competition for American culture is what Kohn refers to as "mutually exclusive goal attainment" that is "my success requires your failure." It is a zero-sum game. You are either the winner or the loser.

The Myths of Competition

Kohn (1986) states we have not only been trained to compete but to believe in competition. We believe it is the only road open to us. Our belief in competition is based on misinformation. This misinformation forms the following four myths (Kohn, 1986, p. 8)

1. Competition is an unavoidable fact of life, part of "human nature . "

2. Competition motivates us to do our best.

3. Competition provides a way to have fun and a good time.

4. Competition builds character and is good for self-confidence.

In summary, the myths hold that competition is inevitable, more productive, more enjoyable, and likely to build character. Kohn states that the research on the topic of competition does not support these myths. We do not have chromosomes that carry a competitive factor. Cooperation can accomplish more and build more character than competition.

Misunderstanding of Ecology

Myths surrounding competition appear to stem from misunderstood ecological and evolutionary thought. This stems from a misunderstanding of the theory of "natural selection." This theory states that the better adapted a species is to its environment-and, specifically, to changes in that environment-the greater the probability of its continuance in the ecosystem (Kohn, 1986). We have come to understand this theory as the "Survival of the fittest."

The fittest refers to fitting the environment, not domination over others. If you wish, it is matching not "machoing!" It is person-environment fit, not person dominating environment.

Cooperation, Diversity and Participation

Can cooperation replace competition as a major ingredient in the campus ecosystem? Palmer (1987) calls for such action. He asks for the campus to "develop new, cooperative social forms of campus life." Cooperation and participation by all can replace competition and dominance. Hierarchy can give way to differentiation. A quote from Bookchin (1986) states the following: "Differentiation (diversity, if you wish) yields richer possibilities and . . . participation unites."

Under the conditions of participation, celebration of diversity, and cooperation, perhaps a campus ecosystem more suitable to the positive growth of the human condition can replace the current competitive processes.

REFERENCES

Bookchin, M. (1986). The modern crisis. Philadelphia: New Society Publishers.

Kohn, A. (1986). No contest: The case against competition Boston, Houghton Mifflin Company.

Palmer, P. (1987) Community, conflict, and ways of knowing. Change, September/October, 20-25.

New Resources: Environmental Assessment



In 1973 Bruce Walsh authored a monograph published by the American College Testing Program entitled Theories of Person-Environment Interaction: Implications for the College Student. The monograph has served as one of the critical pieces of literature in the development and utilization of the ecological perspective in college student personnel work. Within the monograph, the major person-environment theories are examined, evaluated, and implications for application are presented.

Walsh and Nancy E. Betz have now produced (1985) an important addition to the growing body of literature on the ecological perspective. The book, Tests and Assessment, published by Prentice-Hall, covers a wide range of assessment topics including the areas of foundation issues, personality, cognitive ability, interest and careers, and ethics. Of major importance to the ecological perspective are the chapters on environmental assessment and person-environment assessment. The outlines of these two chapters are as follows:

Chapter 11 Environmental Assessment

Definition of Environment



Chapter 12 Person-Environment Psychology and Assessment


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