New Designs for Old Educational Traditions of Change

by faa | Monday, November 22, 2021 - 12:00 PM

by José Antonio Bowen My new book, Teaching Change: How to Develop Independent Thinkers using Relationships, Resilience, and Reflection , argues that education needs to change, in part to reflect new technological and economic realities as well as new cognitive science about how the brain in the body actually learns. I believe that teaching is a design problem so the book is also a practical guide for new ways to create better classes that will help students learn to think for themselves. My new techniques are grounded in the copious new research and science on what situations and designs lead to the most learning for the most students. There is plenty here that is new, but the book is also full of references to the long tradition of education hoping to stimulate change in students. Old wine in new bottles? Hopefully, there are new techniques based on new science to help us fulfill what is really a long-standing tradition of educating for change. The book begins with these two quotes:

" The test of a first-rate intelligence is the ability to hold two opposed ideas in the mind at the same time, and still retain the ability to...Read More

Becoming a Scholar: The Story Behind Becoming T. S. Eliot

by faa | Friday, November 12, 2021 - 12:00 PM

By Jayme Stayer In the prettified TED talks that make achievements accessible to a wide audience, the casually-but-impeccably dressed presenter explains the “wow” moment that jump-started their project. In the narrative that follows—if the presenters are scholars or researchers—they will trace a clearly defined arc in which they followed up on their counter-intuitive hunches, battled their inner demons, thumbed their nose at skeptics, and finally produced the magical, paradigm-busting whatsit (invention, book, procedure) that now re-orients the field. Cool story, as they say. The problem is that some scholarly achievements begin in the rag and bone shop of the heart, with no clear sense of how they started or where they are headed. My own work on Becoming T. S. Eliot (2021) began in ignorance, uncertainty, and bravado. Many years ago, I had taken pages of notes on Eliot’s early poetry, but I had no idea how such jottings might be shaped into a book-length argument. Although I had never written a book, I certainly wasn’t incompetent: I had a Ph.D. and had published a few modest articles. But while I had a strong writing voice, I had no discernible research agenda, no sense of how my various...Read More

University Press Week 2021 Blog Tour : A #KeepUp Top Ten List

by may | Tuesday, November 9, 2021 - 9:14 AM

#KeepUP University Press Week November 8-12, 2021. upw-logo-2021-purple-300x171.jpeg University Presses are a force to #KeepUP with! 2021 marks the 10th anniversary of University Press Week and we’re celebrating how we’ve all evolved over 10 years. We are joined today by our many colleagues on the Association for University Presses blog tour. Today's tour prompt, "What 10 publications best represent your Press during the past decade?" was certainly a challenge to whittle down. Here are, in no particular order, ten publications (and initiatives) that Johns Hopkins University Press and Project MUSE feel showcase the many ways we #KeepUP: 1. The Black President: Hope and Fury in the Age of Obama by Claude A. Clegg III Clegg_Cover copy.jpg The first comprehensive history of the Obama administration, and its impact and legacy among Black Americans. Clegg contextualizes how America’s first Black president lead to his foil in Donald Trump. JOD_front_cover.jpeg 2. Journal of Democracy Journal of Democracy is an influential international forum that provides scholarly analysis as well as critical discussions concerning the theory and practice of democracy. Its articles have been widely reprinted in many languages and cited in news outlets...Read More

American Public School Librarianship: A History

by faa | Monday, November 8, 2021 - 4:00 PM

By Wayne Weigand Over the past 120 years, millions of American K-12 public school students have used their school libraries billions of times, yet we still know very little about the history of these ubiquitous educational institutions that over the decades were put together and managed by hundreds of thousands of school librarians. American Public School Librarianship: A History is the first comprehensive evaluative history of the American public school library. The book fills a huge void in the history of education by providing essential background information to members of the nation’s school library and educational communities who are charged with supervising and managing America’s 80,000 public school libraries. It addresses issues of censorship, race, social class, gender, and sexual orientation as they affected American public school librarianship throughout its history, particularly during the Great Depression, the Civil Rights Era, Lyndon Johnson’s Great Society programs, and more recent legislation like No Child Left Behind, Common Core, and the Every Student Succeeds Act. Its contents: Historically examine the perspective of the library as “the heart of the school;” Identify the public school library’s historical jurisdictions and opportunities; Clarify parameters in the historical role of the school librarian as an...Read More

Freedom and Responsibilities

by faa | Friday, November 5, 2021 - 12:00 PM

By Henry Reichman With freedom comes responsibility. That old maxim is frequently heard in controversies involving academic freedom. Too often it is taken simply to suggest that such freedom carries with it the responsibility to limit the degree to which freedom is exercised. Don't rock the boat, we have been warned, if we don't want to lose our liberties. Even the 1940 AAUP-AAC Statement on Academic Freedom and Tenure , which has long defined the American concept of academic freedom, exhorts faculty members to "be accurate," "exercise appropriate restraint," and "show respect for the opinions of others." In the classroom, it notes, teachers should take care not to persistently introduce material irrelevant to their subject. Academic freedom is not the same as freedom of speech. The latter permits citizens to voice their opinions no matter how ill-founded or offensive these might be. The expressive rights of professors, however, are based on and limited by their training and expertise. Academic freedom of necessity grants considerable scope to the consciences of individual scholars, but its purpose is to ensure that intellectual inquiry and debate may be conducted free of censorship or retaliation. It is ultimately the collective freedom of the faculty to...Read More