In virtually all phases of our national life we are accepting new viewpoints that are reflected in student attitudes. Students are flocking to urban universities and demanding curricula that are related to peace, social justice, and domestic and world problems. A growing number of skeptical, moderate students are joining the hard-core destructive radicals to participate in student protest activities. Young faculty members have joined with the moderate student group to challenge the wisdom of decisions made by authoritative personnel and to demand participation in decision-making processes. Black students are demanding more information about black people in the US. All of these demands are new, controversial, and potentially constructive. University response should not constitute a paternalistic defense of or apology for past institutional philosophies but the creation of innovative programs to attack major problems and improve the "human experience." The range of skills and resources found at the university has always made it the natural place for solving wartime, medical, and scientific problems. Now it is confronted with social, legal, political, economic, psychological and educational problems which again provide it with an opportunity to contribute to national progress. It should, through analysis, criticism, and experimentation, formulate new concepts and ways to overcome the inequities and dislocations of our society. (WM)