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http://humanitiesmoments.org/files/original/4/525/Stirling_U.png
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Dublin Core
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Title
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Stirling University
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Craig Perrier
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stirling-university
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Educators
Description
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This collection features contributions by teachers, education administrators and others involved in teaching at levels K-16.
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educators-humanities-moments
Text
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NHC Advisory Board
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Craig Perrier, 48, Social Studies Curriculum Specialist and Adjunct
Date
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1994
Source
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Stirling, Scotland
Description
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We tend to remember "firsts" in our lives. Hopefully we recognize the importance and value of experiences as we live through them. My first travel overseas was as an undergraduate on a semester study abroad to Stirling University in Scotland. It was absolute magic! All the experiences associated with travel - language, food, smells, conversation, relationships, sounds - were amplified because it was my first experience like this. I recall the side trips to Orkney, Portree, London, Bath, and Edinburgh equally to the moments on campus as a student studying history and education in another nation. In Scotland I discovered soccer, Caravaggio, William Wallace, scotch, hiking, history, music, other people and, most importantly, my self. Traveling overseas as a student is an experience that is hard to replicate in another part of your life. I tried, by working in another country for six years, but the student experience provides a unique moment in time that can't fully be recreated later. I encourage students in college to make this experience of their college career. Some fear they will be missing something by leaving. You won't.
And I remember that semester as if it happened yesterday and is happening now.
Title
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Scotland the Brave and The Flower of Scotland: A Wee Moment with Huge Impact
Identifier
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scotland-brave-flower-scotland
Discovery
Scotland
Self-Realization
Study Abroad
Travel
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http://humanitiesmoments.org/files/original/15/326/grocery-shelves.jpg
2867c79e6a0c21bae2e2b2dc094b4433
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grocery store shelves
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Graduate Student Summer Residents 2019
Description
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The National Humanities Center's graduate student summer residency program, <a href="https://nationalhumanitiescenter.org/nhc-welcomes-graduate-student-summer-residents/">“Objects and Places in an Inquiry-Based Classroom: Teaching, Learning, and Research in the Humanities”</a> took place July 15–26, 2019. Representing 28 universities in 18 states, these participants worked with leading scholars and educators from across the United States as they learned how to add value to their research by focusing on teaching and learning.
Sound
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NHC Internship West
Player
html for embedded player to stream media content
<iframe width="100%" height="166" scrolling="no" frameborder="no" allow="autoplay" src="https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/809871331&color=%2365d4da&auto_play=false&hide_related=false&show_comments=false&show_user=true&show_reposts=false&show_teaser=false"></iframe>
Transcription
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My Humanities Moment goes back to when I was an exchange student in high school in 2008/2009. I lived for a year in Indiana with an American host family and we did everyday stuff together. So for example, going to a supermarket or going out to eat. They would drive me to school and I remember that one day I was in the supermarket with my host mom and we were by the cashier checking out and the cashier said to me, "Hi, how are you?" and I didn't answer because I felt that it was, in a way, inappropriate, that a person that I didn't know was asking me, "How are you?" And my host mom said to the cashier, referring to me, "Oh, she's not rude. She's just not from here."
And of course I understood why my host mom said, and she didn't mean it in a bad way, in a rude way. She was just justifying the fact that I didn't answer a simple question to a stranger. And in that moment I reflected about how I have been studying English since I was 6, and at that time I was 16. So for 10 years that I studied English, I still didn't know how to interact with speakers of the language in a culturally appropriate way. That was because when I studied English in the past we focused so much on grammar, on rules, on vocabulary, and not so much on pragmatics and ways to speak to other people in a way that is appropriate in their own culture.
And this experience just made me more interested in learning about other cultures and also understanding how we teach culture in foreign language courses. And there is a citation that particularly spoke to me in relation to my experience, and that is a citation by Bennett, Bennett, and Allen, 2003. And it says, "The person who learns language without learning culture risks becoming a fluent fool." And that's how I felt, a fluent fool who knew language, knew how to speak to people, knew how to use English with other people, but just didn't know how to use that same language in a culturally appropriate way.
Dublin Core
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Margherita Berti, PhD Student
Date
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2008
Source
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Living in a new culture
Description
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In this audio recording, graduate student Margherita Berti describes how an ordinary encounter while studying abroad gave her a new outlook on cultural differences, practices, and perspectives.
Title
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From a Cultural Perspective
Identifier
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cultural-perspective
Cultural Awareness
Cultural Exchange
Indiana
Language & Culture
Study Abroad
-
http://humanitiesmoments.org/files/original/236/myanmar_temple.jpg
9d82886005c9653d025670230ab6ebcb
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Temple in Myanmar
Sound
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Referrer
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Andy Mink
Player
html for embedded player to stream media content
<iframe width="100%" height="166" scrolling="no" frameborder="no" allow="autoplay" src="https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/833373928&color=%2360d0d4&auto_play=false&hide_related=false&show_comments=false&show_user=true&show_reposts=false&show_teaser=false"></iframe>
Dublin Core
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Kyle Jones, 35, High School History Teacher
Date
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2004
Source
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A conversation with Buddhist monks in Yangon, Burma
Description
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Intentionally wandering in Yangon, Burma with a good friend, led to being found by two Buddhist monks our same age. I was there to study how Buddhism influences culture as part of a study abroad program through Samford University. The monks invited us to spend the day at their monastery. The all-day conversation that ensued still serves as a beacon – it was a pinpointed moment of having to re-think all that I thought I knew and a moment that marks the beginning of an aspiration to introduce students to all they do not know.
“What do you think of my beliefs and vow?” they asked. The question, in such an uncommon context, pierced through the absolutism and fundamentalism I had been raised in as a christian evangelical. My pastor would have told me to explain that they were going to hell until they accepted Jesus Christ as their lord and savior. That they were so earnest and loving contrasted with my unfounded piousness. Their questions and sharing proved capable of releasing me from what I thought I was supposed to be. All that I thought I knew had to be vetted and re-thought. It also set a precedent by which I now live my life: living well in communities is better done in the absence of fundamentalism – I could not have shared meals with them in peace had I dogmatically preached that my way was better than another. They were not doing that. Their experiences were shared humbly and openly. They walked me through the path of the humanities as they asked questions that necessitated a more robust understanding of who I was, how I got to that monastery, and to consider where I was headed and why. Moreover, I came away with the belief that our communities benefit from a robust willingness to humbly approach space and place-making knowing that our preconceptions are always incomplete – we can’t live well until our worldviews allow for exceptionally diverse experiences. The meaning of that day is still being made; being confronted so holistically with all that I did not know was life changing; it made my life better and richer and more interesting. As a teacher, my pedagogical decisions are imbued with the spirit of that day. I join other thoughtful teachers in the humanities in prodding students to work rigorously, to practice the skills necessary for crafting worldviews that incorporate disparate, complex narratives. The intent is to prepare them for literal and figurative conversations wherein their hard-earned deftness with complexity will lead to healthy living in healthy, inclusive communities.
Title
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A (Buddhist) Conversation in Yangon
Identifier
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buddhist-conversation-yangon
Buddhism
Rangon, Myanmar
Religion
Study Abroad
Teachers & Teaching
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http://humanitiesmoments.org/files/original/7/86/The_Vatican.jpg
878eb243eb1fb475a193846b942b443a
Dublin Core
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The Vatican
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Title
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#Humanitiesinclass
Description
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This collection includes contributions from members of the National Humanities Center's education project Humanities in Class. The project aims to develop a deeper portfolio of curricular materials and help set standards for humanities education that highlight differences among humanities disciplines.
Text
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Title
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Meeting the last man on planet earth who could speak Latin
Description
An account of the resource
A single question changed the course of my life.
When I first began studying Latin in 1996, it was a dead language, no doubt about it. It was pointless to try to speak it; everyone agreed the grammar was just too hard.
Legend had it, though, that a single man—a priest, somewhere in Rome, Italy—could do it. The last man alive who could speak Latin! I had to find him.
And after endless blind turns, I did. It was spring 1997, and I was spending the semester abroad in Rome.
I got up very early one morning because the immortal Reginald Foster—papal secretary of Latin to four popes—agreed to stop by on his way to work at the Vatican.
Not knowing what to expect, I opened the classroom door to find a man dressed as if he’d come to repair the dishwasher. He was sitting down and smiling widely.
“Can you really speak Latin?” I whispered, terrified.
He grinned wider and shot back, “Quid, tu censes me heri natum esse?” (“What, do you think I was born yesterday?”)
That did it. That absurd outfit, that warm grin, that exuberant and virtuoso reply—that all settled it. I’d found my guru.
This moment impressed on me more clearly than ever that language is a function of individuals. The warmth, respect, and sense of fun that Fr. Foster radiated--especially toward me, a bumbling college student of no special experience in Latin--was crucial in undercutting his words. You cannot learn a language without getting to know a great deal about your teacher or students. Speaking a language is scary. Those of us who teach foreign languages have an awesome responsibility, and the power, to set our students at ease.
And with a single sentence, he taught me an unforgettable lesson in how to answer a question in exactly the right way.
Subject
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This moment impressed on me more clearly than ever that language is a function of individuals. The warmth, respect, and sense of fun that Fr. Foster radiated--especially toward me, a bumbling college student of no special experience in Latin--was crucial in undercutting his words. You cannot learn a language without getting to know a great deal about your teacher or students. Speaking a language is scary. Those of us who teach foreign languages have an awesome responsibility, and the power, to set our students at ease.
And with a single sentence, he taught me an unforgettable lesson in how to answer a question in exactly the right way.
Date
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Spring 1997
Contributor
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<a href="http://nationalhumanitiescenter.org/humanities-in-class-guide-thinking-learning-in-humanities/">Michael Fontaine,</a> 40, professor of classics at Cornell University
Identifier
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meeting-last-man-on-planet-earth
Clergy
Foreign Language Education
Language & Languages
Latin
Professors
Rome, Italy
Study Abroad
The Vatican