1
30
8
-
https://humanitiesmoments.org/files/original/4/48/Mason_Dixon_Line.jpeg
477f359df204ae617e808dd90e27b9ef
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Mason-Dixon Line
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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
Moving Image
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Player
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<iframe width="640" height="360" src="https://player.vimeo.com/video/269213139" frameborder="0" allowfullscreen="allowfullscreen"></iframe>
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Title
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What Does It Mean to Be Southern?
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Julie Mullis, Wilkes Community College
Description
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Community college teacher Julie Mullis describes how a classroom experience with students from diverse backgrounds and perspectives created a memorable and “multi-colored” sense of place and belonging. The conversations and debates that took place in a Humanities 122 class illuminated a profound truth for Mullis and her students: “we all had this common strand of humanity to us, no matter where we came from or how we grew up.” By considering a single topic—Southern culture—from a variety of perspectives, the classroom opened up a space for its diverse learners to celebrate both similarities and differences.
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what-does-it-mean-to-be-southern
Community Colleges
Cultural Exchange
Professors
Southern United States
Teachers & Teaching
-
https://humanitiesmoments.org/files/original/97/calligrapher.jpg
7cd51c55cb915c9785c8bba810ad3127
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Calligrapher at the 2002 Smithsonian Folklife Festival
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<iframe width="640" height="360" src="https://player.vimeo.com/video/259889262" frameborder="0" webkitallowfullscreen="webkitallowfullscreen" mozallowfullscreen="mozallowfullscreen" allowfullscreen="allowfullscreen"></iframe>
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From the Silk Road to the National Mall
Description
An account of the resource
Stephen Kidd explains how his involvement with several projects during his time at the Smithsonian illuminated the powerful role of the humanities in cultivating cross-cultural community. One project, which focused on food cultures, celebrated culinary legacies as the owner of a New York Jewish delicatessen passed down the business to an immigrant from the Dominican Republic. Another project considered how the AIDS quilt fostered a sense of community in the midst of a public health crisis. Finally, in 2002 the Smithsonian Folklife Festival, which centered on the Silk Road, attracted a multitude of international participants from countries in the Middle East and Central Asia. In the wake of 9/11 and the subsequent invasion of Afghanistan, over one million guests converged on the National Mall to engage with and learn from each other, helping bridge cultures in the shadow of violence.
Date
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2002
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Stephen Kidd, Executive Director, National Humanities Alliance
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stephen-kidd-silk-road-national-mall
Cultural Exchange
Festivals
Folk Festivals
Folklore
Food Cultures
Museums
National Mall, Washington, D.C.
Smithsonian Institution
Traditional Knowledge
-
https://humanitiesmoments.org/files/original/8/180/Madonna.jpg
b0612c4055e06e499df670c75137abda
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Title
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Madonna
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National Humanities Center Fellows
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Any contributions from current or past fellows at the National Humanities Center
Description
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This collection includes contributions from current or past fellows at the National Humanities Center
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<p>My name is Caroline Jones and I’m a professor of art history at a technical university known as MIT in Cambridge, Massachusetts. I’ve really enjoyed my time at the National Humanities Center because it’s given me an opportunity to think about the humanities, which I don’t always get every day at MIT.</p>
<p>I think for me, a really powerful moment in my thinking about the humanities came when I began my teaching career. I was just a lowly TA and we had a course on the books that was essentially a kind of art appreciation class, and people from the West, from America, might have seen this as a bit of a finishing school or something like that. But one of my students, who was not from this background, said, “Okay, I get all this stuff about the Madonna, but what’s that plate behind her head?”</p>
<p>I realized, in a kind of shimmering cascade, that my cultural upbringing had closed off for me some very deep questions in the humanities that could only be answered by history, by a study of religion, by a question of, where <em>does</em> that plate come from behind the Madonna’s head? What is the mandorla? What is the halo? How much of this is coming from the East? What does it bring with it as a kind of iconography? So the humanities, for me, are a dialogue with all that we have taken for granted, and a way of opening that up to renewed inquiry and a kind of wonder.</p>
Player
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<iframe width="100%" height="166" scrolling="no" frameborder="no" allow="autoplay" src="https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/809871376&color=%2355d7d2&auto_play=false&hide_related=false&show_comments=false&show_user=true&show_reposts=false&show_teaser=false"></iframe>
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Madonna’s Mandorla
Description
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While acting as a teaching assistant for a large art appreciation course, Caroline Jones witnessed a student’s curiosity about a painting of the Madonna. Such symbols, so pervasive and recognizable in Western culture, she realized, are not as simple and self-contained as they may seem to some of us. The experience helped her to see that even familiar objects are best considered through multiple frames, and that all parts of the humanities—including art history, religion, and history—are made more robust when put into a dialogue with one another.
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madonnas-mandorla
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<a href="https://nationalhumanitiescenter.org/meet-the-fellows/caroline-a-jones/">Caroline A. Jones</a>, professor of art history at MIT
Art History
Cultural Exchange
History
Madonna
Professors
Religion
Symbolism
Teachers & Teaching
-
https://humanitiesmoments.org/files/original/15/326/grocery-shelves.jpg
2867c79e6a0c21bae2e2b2dc094b4433
Dublin Core
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grocery store shelves
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Title
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Graduate Student Summer Residents 2019
Description
An account of the resource
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
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<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.
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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
-
https://humanitiesmoments.org/files/original/17/398/HM_Texas_Library.jpg
a90b38cdef306df69254436786e62d0c
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Title
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Library
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Pixabay
Identifier
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library
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Graduate Student Residents 2020
Identifier
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graduate-student-summer-residents-2020
Text
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NHC Graduate Student Summer Residency
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Chaney Hill, 25, PhD Graduate student in English, Literature at Rice University
Date
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Childhood
Source
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Public Library
Description
An account of the resource
I grew up an hour and a half northwest of San Antonio, Texas in a small, rural town called Medina. Medina is home to one school (K-12 campus), about five stop signs, one gas station, two restaurants, and three churches. When I was younger, the town had a population of about three hundred people, while others lived ‘out of town’ on ranches, plots of land, or small trailer park communities. The school district, which spans approximately sixty miles of rural land in each direction, has anywhere between two hundred and fifty students to three hundred students (K-12).
The school had a football field, one un-air-conditioned gym, a bus barn/weight room, two halls for high school classes, one hall for junior high classes, and another for elementary school classes. The cafeteria, library, and work out facilities were shared by all. The school library had one room for elementary students, one room for junior high students, and about six shelves for high school students. Needless to say, the library, despite their best efforts, was woefully lacking. Outside of the school library, the closest library was a forty-minute drive and one town over. However, because we were not residents of that county, we were unable to check books out. Medina was, among other things, book-poor.
This changed in 2001 when a group of community members came together and raised the funds to build the Medina Community Library. The library had computers for those who otherwise wouldn’t have access to the internet, which was still largely unavailable in rural areas or was so outrageously expensive as to be unavailable, it had movies so people wouldn’t have to drive forty minutes to the Blockbuster a town over, and they had twice as many books as the school library.
Texas has an interesting history when it comes to public libraries, especially considering the state’s general aversion to public, non-commercial spaces (consider the lack of public land, public transport, and bikeable/ walkable spaces in Texas cities compared to other states and cities of similar populations and demographics). The frontier mindset of Texas influenced the prioritization of the accumulation of wealth while deprioritizing that which was not deemed essential to accumulating that wealth, such as non-commercial spaces for the public and acquiring non-technical knowledge (like the humanities). Consider, for instance, that Harvard University was founded some sixteen years after the Puritans landed at Plymouth Rock, but it took eighty years before Texas’s first public library[1] was founded.[2] While there are many other factors as to why the humanities have been decentralized and deprioritized (the frontier mindset is not the only factor by any means), I do think that the frontier mindset certainly contributed to the disparity of public libraries in the region I grew up (Notably, Medina’s county seat is nicknamed the Cowboy Capital of the World and it is not uncommon to see someone order a Cherry Limeade on horseback from the local Sonic Drive-In).
When the Medina Public Library opened I was finally given easy access to literature. My mother began volunteering at the library once a week after she got off work from her full-time job. These days I would wander the stacks choosing books I was interested in. I would sit on the floor and read for hours while my mom worked. Often when we think of a moment that inspired us to pursue the work we do in the humanities, we think of a book, a series, an author, an artifact, or a place with historical or religious significance. I have no singular thing that revealed to me the importance of the humanities. Instead, my humanities moment was the gift of public knowledge. The Medina Public Library, while it is still woefully inadequate compared to many other public libraries, was a democratic endeavor to provide my community with equal access to knowledge about other places, worlds, people, and experiences beyond our county. Instead of forefronting economic production, as the frontier mindset would mandate, the library instead fostered the circulation of knowledge and equitable community care.
[1] This is a debated topic. There are three different public libraries that lay claim to this title, but all claim their opening around the 1900s.
[2] See Texas Land Ethics by Pete A.Y. Gunter and Max Oelschlaeger (25-6).
Title
A name given to the resource
The Power Public Knowledge has for the Humanities
Identifier
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power-public-knowledge-for-humanities
Books & Reading
Cultural Exchange
Curiosity
Education
Libraries
Rural Communities
-
https://humanitiesmoments.org/files/original/427/File_000_[2].jpeg
edcfb044305eb139caa5ef017077641a
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Title
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Rome
Identifier
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rome
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
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Highschool English course
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Hayley Susov, HS Senior
Date
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December 2018
Source
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Rome, Italy
Description
An account of the resource
When I was 5 years old, my family and I gathered around the Christmas tree bright and early on Christmas morning. I was more than excited when I unwrapped a small handheld camera that was pink and orange, and about half the size of a dollar bill. The screen on the camera was less than half an inch wide and tall, and the camera could only hold about 3 photos at a time. Still, I was ecstatic. I would walk around the house and take pictures of my family, and then delete them right away so I could take a couple more. This planted the roots for my love of photography. On a trip to Italy, that love blossomed.
Around the time I was ten years old, my family and I decided to stop doing presents for Christmas and take vacations instead. This became one of my favorite traditions very quickly. In 2018, we took our first trip to Europe. We spent a majority of the time in Italy, specifically the Rome region. We decided to stay around there because the art and architecture was inspiring. Before the trip, I decided to purchase my first DSLR camera. I practiced using it for the weeks leading up to the trip, but the trip felt like some kind of final exam. It felt like a test that I had been studying for for weeks, and this was my chance to prove my knowledge.
I fell in love with Italy after one day of being there. The pasta and gelato was definitely a factor, but there was something about the energy and the culture that really just changed me as a person. It was my first big exposure to a country outside of North America. Every day we were there was a learning experience, but I didn’t want to let the time just slip through my fingers. I knew at this moment that this was my test. Yes, it was a test I assigned to myself. But I knew that I had to find a way to capture the feeling I was experiencing over there.
Less than a week into our trip, we decided to take a tour called “Rome in a Day”. We started at a small coffee shop in the shadows of the Colosseum. We walked around and through all of the big architectural landmarks. We would spend about an hour at each location, then leave to check out a new city, museum, or town square that was historically famous. There was something humbling, grounding, and almost magical about being right next to the Colosseum. I had seen it in photos, but the photos were nothing like what I experienced.
So I pulled out my camera, adjusted the settings, and began trying to recreate the scene exactly as I was experiencing it. I did this at every structure or town that we went to. I wanted to focus on getting everything from my perspective, because it was a powerful experience to me. Being in a country where they don’t speak English, and my Italian was far from understandable, it was comforting to see everyone taking photos from different places. While everyone’s photos would turn out different, it felt unifying to know that we were all connecting through the click of our cameras. We all had one thing in common, and that was that we never wanted to forget that moment.
Throughout the rest of the trip I continued to take many many photos. At the end of each day, I would go back to our house and spend hours looking at them and editing them. The photos I took in Rome are still some of my favorites to this day, and I could say the same about that vacation. Rome was magical. Photographing it was even more magical.
Title
A name given to the resource
Photographing Rome
Identifier
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photographing-rome
Cultural Exchange
Family
Photography
Rome, Italy
Self-Realization
Travel
-
https://humanitiesmoments.org/files/original/18/456/sword_in_chicago.jpg
8751541ff0056b79f4f6507baf64ca1a
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Title
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Sword in Chicago
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sword-chicago
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Title
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Graduate Student Residents 2021
Identifier
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graduate-student-residents-2021
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Referrer
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National Humanities Center
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Thomas Morin, 32, Historian
Date
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2012
Source
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A visit to the Metropolitan Museum of Art
Description
An account of the resource
It was not my first time in The City, but it was my first time visiting the Met. The Metropolitan Museum of Art's reputation stretched out wide before it for a young man from the West Coast. I had long been interested in art, and I knew that the Met had one of the best collections in the world. I had missed a previous opportunity to go a few years back, and I wasn't going to do so again. My sister, a friend, and I took a train up to Fifth Avenue, and soon were outside the museum's broad, colonnaded entrance.
My interest in the medieval period had only recently begun at that point. When I saw in the catalogue that the museum had an extensive collection of European arms and armor, I couldn't resist. We walked through the classical Egyptian section, admiring the tiny-carved Lapis lazuli figures. We paused for pictures amid the ruins of the Temple of Dendur, which stood in the middle of a small reflecting pool. Beyond that, we finally entered the arms and armor section.
Amid all the impressive examples of late medieval and early-modern craftsmanship, one piece in particular stood out to me. It was a large sword with a broad, angular blade (see attached picture of the same sword in the Art Institute of Chicago, where it was on loan in early 2020). The surface, while pitted slightly, was remarkably unmarred and smooth other than an inscription near the hilt written in Arabic. The sword as a whole had a simple elegance. Though the crossguard had little horn-like curls at the ends, it was otherwise unadorned. It had the appearance of a practical tool, precise and deliberate. It looked heavy but somehow also quick.
I was intrigued. I began asking all sorts of questions about the sword: Where had it come from? Who made it? Why was there an Arabic inscription on what was clearly a western European sword? Searching for those answers gave me my first taste of the interconnected Mediterranean world which would later become my obsession. The sword is thought to have been made in Italy, either in Brescia or Milan. From there, it was taken to the isle of Cyprus, at the time ruled by the Lusignan Kings, successors to the long-lost Crusader States. Then, sometime around 1419, it was presented as part of a diplomatic gift from Cyprus (along with many other weapons) to Sultan Shaykh al-Mahmudi, whose name is contained in the inscription. The sword, and many others like it, are one of many pieces of physical evidence for the extensive networks of connection which joined the various corners of the Mediterranean together in the medieval and early-modern world.
Though I have never handled the original (or its twin, rediscovered in Texas in 2014 by Sotheby's), I have had the opportunity to handle a modern reproduction which was made based on detailed measurements and mimics the sword almost exactly. It is a marvel of engineering. The sword's geometry and design makes it wonderfully balanced, so that, though it weighs almost 4 lbs (which is very heavy for a sword of this type), it feels light enough to wield in one hand. The tremendous skill which would have gone into the design and fabrication of that weapon made me question my received wisdom about the superiority of the modern world, and eventually to question the very meaning of "modern" at all.
The questions that this sword inspired have had long-lasting effects on the course of my continuing academic study and interest in the middle ages, and it is still an inspiration to me today.
Title
A name given to the resource
A Sword From Italy by Way of Alexandria
Identifier
An unambiguous reference to the resource within a given context
sword-from-italy
Armed Forces
Cultural Exchange
Cultural History
History
Italy
Material Culture
Medieval History
Metropolitan Museum of Art
-
https://humanitiesmoments.org/files/original/4/513/Ogi-Cherry.jpg
1dcea471b3e26f6bd1962215889f54d1
Dublin Core
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Ogi
Identifier
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ogi
Source
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Jim Wagner
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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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Professional Development course
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Jim Wagner, 64, History Teacher
Date
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1975
Source
A related resource from which the described resource is derived
Exchange Student Program
Description
An account of the resource
I grew up in suburban Ohio and I knew from an early age that I wanted to experience more of the world than the mall. In high school, I applied for a student exchange program and desperately wanted to go to Argentina. Surprise -- I was accepted into the program, but selected for Japan. Not just Japan, but a very (very) small town in rural southern Japan. I was the first foreigner that most of the residents of Ogi (the name of the town) had ever seen and I literally could stop traffic while bicycling to school each morning. I certainly wasn't in Ohio anymore.
In the course of the school year that I spent in Japan, I attended school in an unheated, uninsulated school building in which students learned by listening and repeating what the teacher told them; no room for creative thought. I witnessed a student who had dozed off in classics class (learning 1,000 year old poetry written in archaic Japanese) get hit by the teacher with a book to the head -- and no one said anything. I lived in the home of a local sake producer who grew the rice and made the barrels used to age the sake. I attended a Shinto wedding and a Buddhist funeral. I learned how to participate in a tea ceremony, how to create ink paintings, and how to avoid getting hit too hard in kendo class.
It was all strange and difficult and hard to understand until that one day that I came face-to-face with a lesson in stereotyping and sweeping generalizations. Coming back from the movies with my friends, one of them asked me casually how I was able to differentiate amongst my friends in the United States. I was taken aback and, at first, thought I misunderstood the question, but no, my Japanese friends thought "we" all looked alike -- tall, blond, and blue-eyed! (I am tall, but not blond and my eyes are hazel colored.) And, there, on the other side of the world at the young age of 17, I learned that we are all very much alike in our prejudices and that to truly know another person means to get beyond the physical characteristics and meet the person on the inside.
Title
A name given to the resource
Learning to Differentiate
Identifier
An unambiguous reference to the resource within a given context
learning-differentiate
Cultural Exchange
Japan
Learning
Prejudice