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mcginnisca

'The Diversity Bargain' Dominating Higher Education - The Atlantic - 0 views

  • If I felt guilty about exploiting my background to appeal to colleges looking to build a well-rounded class, I also felt grateful for the opportunity.
  • Yet for something so widely desired, what diversity means and why people want it remain unclear
  • Particularly in the U.S., where universities emphasize their “holistic” evaluations of applicants and, studies show, calibrate SAT scores depending on a variety of factors including race, legacy status, and athletic recruitment, she was curious how students justified the practice. Reasoning that elite colleges tend to espouse relatively progressive views and that their students—having gained entree to the world’s most prized institutions—would presumably have little reason to resent affirmative action, she decided this sample would provide insights into “the best-case scenario in terms of support for racial inclusion.”
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  • Time and again, she comes across students like Stephanie, a white history major at Harvard, who says “race needs to be considered” because an “ethnically diverse community is beneficial to everyone and is such an integral part of the Harvard education.”
  • What if they add no discernibly “unique” perspective of black culture or rural poverty or the immigrant experience to student life?
  • Warikoo is slightly more narrow in assessing this cognitive dissonance, highlighting research (including her own) that reveals the paranoia of many white Americans who are “primed to see reverse discrimination in the future,”
  • “Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it,” reads The Common Application’s most popular prompt. “If this sounds like you, then please share your story.” It’s an appealingly capacious invitation, but it also subtly casts applicants’ “backgrounds” or “identities” in the same terms as an “interest” or “talent,” and it’s perhaps unsurprising that many of the students Warikoo interviewed do the same, recontextualizing the consideration of race and income in admissions with comparisons that avoid questions of inequality altogether. When asked “whether diversity creates problems for the university,
fischerry

The Crusades (1095-1291) | Essay | Heilbrunn Timeline of Art History | The Metropolitan... - 0 views

  • The Crusades (1095–1291)
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    This TheMet article talks about the Crusades from 1095-1291.
rachelramirez

TV Critics Predicted the Rise of Donald Trump in 1960 - The Atlantic - 0 views

  • Donald Trump Is a 1960s Technology Critic’s Worst Nightmare
  • “American Presidential campaigning will never be the same again.” This was the Milwaukee Journal’s response, in 1960, to an event that has since become the stuff of political legend.
  • Rarely are worst-case-scenario fears about emerging technologies realized. The written word certainly diminished the oral tradition, for example, but it didn’t dull human intellect as Socrates feared.
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  • . In one sprawling 1960 essay, published in the Times the day before Nixon and Kennedy took the stage, the writer and former White House aide Emmet John Hughes imagined two starkly different futures—one in which television would help democracy flourish and the other in which television would severely debase the nation’s political culture.
  • Optimists saw the potential for a visual banquet that would bring real intimacy between candidates and voters
  • Pessimists saw a future in which the substance of political discourse would be cheapened dramatically, and a world in which TV would displace more substantive forms of political communication
  • Broadcast media as a legitimizing force might, for instance, create the illusion that a candidate is more qualified than he really is.
  • “It invites, even demands, appeal to emotion rather than intellect. It commercializes, savagely hammering political discourses into capsule banalities to fit one-minute, thirty-second, ten-second ‘spots.’”
  • Just as technology critics feared it would, television helped corporatize American politics. It transformed the conventions into broadcast spectacles. It drove up the cost of campaigning and created the need for a new roster of advisors for candidates—bookers, handlers, media experts, and image consultants who then doubled as additional buffers between the candidate and the public.
  • By several measures, the quality of political discourse—as it plays out on Twitter and Facebook, for example—may be seen as worse than ever, another notch along a continuum of degradation that TV helped promote.
  • Many more will simultaneously track reaction, in real time, on social media—or opt to “watch” reaction by itself, without watching the debate at all. For half a century now, the American voter has turned to screens—televisions and now smartphones—to form political opinions.
Javier E

Covering politics in a "post-truth" America | Brookings Institution - 0 views

  • The media scandal of 2016 isn’t so much about what reporters failed to tell the American public; it’s about what they did report on, and the fact that it didn’t seem to matter.
  • Facebook and Snapchat and the other social media sites should rightfully be doing a lot of soul-searching about their role as the most efficient distribution network for conspiracy theories, hatred, and outright falsehoods ever invented.
  • I’ve been obsessively looking back over our coverage, too, trying to figure out what we missed along the way to the upset of the century
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  • (An early conclusion: while we were late to understand how angry white voters were, a perhaps even more serious lapse was in failing to recognize how many disaffected Democrats there were who would stay home rather than support their party’s flawed candidate.)
  • Stories that would have killed any other politician—truly worrisome revelations about everything from the federal taxes Trump dodged to the charitable donations he lied about, the women he insulted and allegedly assaulted, and the mob ties that have long dogged him—did not stop Trump from thriving in this election year
  • the Oxford Dictionaries announced that “post-truth” had been chosen as the 2016 word of the year, defining it as a condition “in which objective facts are less influential in shaping public opinion than appeals to emotion and personal belief.”
  • Meantime, Trump personally blacklisted news organizations like Politico and The Washington Post when they published articles he didn’t like during the campaign, has openly mused about rolling back press freedoms enshrined by the U.S. Supreme Court, and has now named Stephen Bannon, until recently the executive chairman of Breitbart—a right-wing fringe website with a penchant for conspiracy theories and anti-Semitic tropes—to serve as one of his top White House advisers.
  • none of this has any modern precedent. And what makes it unique has nothing to do with the outcome of the election. This time, the victor was a right-wing demagogue; next time, it may be a left-wing populist who learns the lessons of Trump’s win.
  • This is no mere academic argument. The election of 2016 showed us that Americans are increasingly choosing to live in a cloud of like-minded spin, surrounded by the partisan political hackery and fake news that poisons their Facebook feeds.
  • To help us understand it all, there were choices, but not that many: three TV networks that mattered, ABC, CBS, and NBC; two papers for serious journalism, The New York Times and The Washington Post; and two giant-circulation weekly newsmagazines, Time and Newsweek. That, plus whatever was your local daily newspaper, pretty much constituted the news.
  • Whether it was Walter Cronkite or The New York Times, they preached journalistic “objectivity” and spoke with authority when they pronounced on the day’s developments—but not always with the depth and expertise that real competition or deep specialization might have provided. They were great—but they were generalists.
  • Eventually, I came to think of the major media outlets of that era as something very similar to the big suburban shopping malls we flocked to in the age of shoulder pads and supply-side economics: We could choose among Kmart and Macy’s and Saks Fifth Avenue as our budgets and tastes allowed, but in the end the media were all essentially department stores, selling us sports and stock tables and foreign news alongside our politics, whether we wanted them or not. It may not have been a monopoly, but it was something pretty close.
  • This was still journalism in the scarcity era, and it affected everything from what stories we wrote to how fast we could produce them. Presidents could launch global thermonuclear war with the Russians in a matter of minutes, but news from the American hinterlands often took weeks to reach their sleepy capital. Even information within that capital was virtually unobtainable without a major investment of time and effort. Want to know how much a campaign was raising and spending from the new special-interest PACs that had proliferated? Prepare to spend a day holed up at the Federal Election Commission’s headquarters down on E Street across from the hulking concrete FBI building, and be sure to bring a bunch of quarters for the copy machine.
  • I am writing this in the immediate, shocking aftermath of a 2016 presidential election in which the Pew Research Center found that a higher percentage of Americans got their information about the campaign from late-night TV comedy shows than from a national newspaper. Don Graham sold the Post three years ago and though its online audience has been skyrocketing with new investments from Amazon.com founder Jeff Bezos, it will never be what it was in the ‘80s. That same Pew survey reported that a mere 2 percent of Americans today turned to such newspapers as the “most helpful” guides to the presidential campaign.
  • In 2013, Mark Leibovich wrote a bestselling book called This Town about the party-hopping, lobbyist-enabling nexus between Washington journalists and the political world they cover. A key character was Politico’s Mike Allen, whose morning email newsletter “Playbook” had become a Washington ritual, offering all the news and tidbits a power player might want to read before breakfast—and Politico’s most successful ad franchise to boot. In many ways, even that world of just a few years ago now seems quaint: the notion that anyone could be a single, once-a-day town crier in This Town (or any other) has been utterly exploded by the move to Twitter, Facebook, and all the rest. We are living, as Mark put it to me recently, “in a 24-hour scrolling version of what ‘Playbook’ was.”
  • These days, Politico has a newsroom of 200-odd journalists, a glossy award-winning magazine, dozens of daily email newsletters, and 16 subscription policy verticals. It’s a major player in coverage not only of Capitol Hill but many other key parts of the capital, and some months during this election year we had well over 30 million unique visitors to our website, a far cry from the controlled congressional circulation of 35,000 that I remember Roll Call touting in our long-ago sales materials.
  • I remained convinced that reporting would hold its value, especially as our other advantages—like access to information and the expensive means to distribute it—dwindled. It was all well and good to root for your political team, but when it mattered to your business (or the country, for that matter), I reasoned, you wouldn’t want cheerleading but real reporting about real facts. Besides, the new tools might be coming at us with dizzying speed—remember when that radical new video app Meerkat was going to change absolutely everything about how we cover elections?—but we would still need reporters to find a way inside Washington’s closed doors and back rooms, to figure out what was happening when the cameras weren’t rolling.
  • And if the world was suffering from information overload—well, so much the better for us editors; we would be all the more needed to figure out what to listen to amid the noise.
  • Trump turned out to be more correct than we editors were: the more relevant point of the Access Hollywood tape was not about the censure Trump would now face but the political reality that he, like Bill Clinton, could survive this—or perhaps any scandal. Yes, we were wrong about the Access Hollywood tape, and so much else.
  • Fake news is thriving In the final three months of the presidential campaign, the 20 top-performing fake election news stories generated more engagement on Facebook than the top stories from major news outlets such as The New York Times.
  • , we journalists were still able to cover the public theater of politics while spending more of our time, resources, and mental energy on really original reporting, on digging up stories you couldn’t read anywhere else. Between Trump’s long and checkered business past, his habit of serial lying, his voluminous and contradictory tweets, and his revision of even his own biography, there was lots to work with. No one can say that Trump was elected without the press telling us all about his checkered past.
  • politics was NEVER more choose-your-own-adventure than in 2016, when entire news ecosystems for partisans existed wholly outside the reach of those who at least aim for truth
  • Pew found that nearly 50 percent of self-described conservatives now rely on a single news source, Fox, for political information they trust.
  • As for the liberals, they trust only that they should never watch Fox, and have MSNBC and Media Matters and the remnants of the big boys to confirm their biases.
  • And then there are the conspiracy-peddling Breitbarts and the overtly fake-news outlets of this overwhelming new world; untethered from even the pretense of fact-based reporting, their version of the campaign got more traffic on Facebook in the race’s final weeks than all the traditional news outlets combined.
  • When we assigned a team of reporters at Politico during the primary season to listen to every single word of Trump’s speeches, we found that he offered a lie, half-truth, or outright exaggeration approximately once every five minutes—for an entire week. And it didn’t hinder him in the least from winning the Republican presidential nomination.
  • when we repeated the exercise this fall, in the midst of the general election campaign, Trump had progressed to fibs of various magnitudes just about once every three minutes!
  • By the time Trump in September issued his half-hearted disavowal of the Obama “birther” whopper he had done so much to create and perpetuate, one national survey found that only 1 in 4 Republicans was sure that Obama was born in the U.S., and various polls found that somewhere between a quarter and a half of Republicans believed he’s Muslim. So not only did Trump think he was entitled to his own facts, so did his supporters. It didn’t stop them at all from voting for him.
  • in part, it’s not just because they disagree with the facts as reporters have presented them but because there’s so damn many reporters, and from such a wide array of outlets, that it’s often impossible to evaluate their standards and practices, biases and preconceptions. Even we journalists are increasingly overwhelmed.
  • 2016 suggests a different outcome: We’ve achieved a lot more transparency in today’s Washington—without the accountability that was supposed to come with it.
  • So much terrific reporting and writing and digging over the years and … Trump? What happened to consequences? Reporting that matters? Sunlight, they used to tell us, was the best disinfectant for what ails our politics.
Javier E

Andy Grove's Warning to Silicon Valley - The New York Times - 0 views

  • Lost in the lore is Mr. Grove’s critique of Silicon Valley in an essay he wrote in 2010 in Bloomberg Businessweek. According to Mr. Grove, Silicon Valley was squandering its competitive edge in innovation by failing to propel strong job growth in the United States.
  • Mr. Grove acknowledged that it was cheaper and thus more profitable for companies to hire workers and build factories in Asia than in the United States. But in his view, those lower Asian costs masked the high price of offshoring as measured by lost jobs and lost expertise. Silicon Valley misjudged the severity of those losses, he wrote, because of a “misplaced faith in the power of start-ups to create U.S. jobs.”
  • Mr. Grove contrasted the start-up phase of a business, when uses for new technologies are identified, with the scale-up phase, when technology goes from prototype to mass production. Both are important. But only scale-up is an engine for job growth — and scale-up, in general, no longer occurs in the United States. “Without scaling,” he wrote, “we don’t just lose jobs — we lose our hold on new technologies” and “ultimately damage our capacity to innovate.”
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  • And yet, an all-out commitment to American-based manufacturing has not been on the business agenda of Silicon Valley or the political agenda of the United States. That omission, according to Mr. Grove, is a result of another “unquestioned truism”: “that the free market is the best of all economic systems — the freer the better.” To Mr. Grove, that belief was flawed.
  • The triumph of free-market principles over planned economies in the 20th century, he said, did not make those principles infallible or immutable.
  • There was room for improvement, he argued, for what he called “job-centric” economics and politics. In a job-centric system, job creation would be the nation’s No. 1 objective, with the government setting priorities and arraying the forces necessary to achieve the goal, and with businesses operating not only in their immediate profit interest but also in the interests of “employees, and employees yet to be hired.”
  • Conditions have worsened in other ways. In 2010, one of the arguments against Mr. Grove’s critique was that exporting jobs did not matter as long as much of the corporate profits stayed in the United States. But just as American companies have bolstered their profits by exporting jobs, many now do so by shifting profits overseas through tax-avoidance maneuvers.
  • The result is a high-profit, low-prosperity nation. “All of us in business,” Mr. Grove wrote, “have a responsibility to maintain the industrial base on which we depend and the society whose adaptability — and stability — we may have taken for granted.”
Javier E

Harvard and M.I.T. Offer Free Online Courses - NYTimes.com - 2 views

  • Harvard and M.I.T. have a rival — they are not the only elite universities planning to offer free massively open online courses, or MOOCs, as they are known. This month, Stanford, Princeton, the University of Pennsylvania and the University of Michigan announced their partnership with a new commercial company, Coursera, with $16 million in venture capital.
  • The technology for online education, with video lesson segments, embedded quizzes, immediate feedback and student-paced learning, is evolving so quickly that those in the new ventures say the offerings are still experimental.
  • M.I.T. and Harvard officials said they would use the new online platform not just to build a global community of online learners, but also to research teaching methods and technologies.
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  • if I were president of a mid-tier university, I would be looking over my shoulder very nervously right now, because if a leading university offers a free circuits course, it becomes a real question whether other universities need to develop a circuits course.”
  • The edX project will include not only engineering courses, in which computer grading is relatively simple, but also humanities courses, in which essays might be graded through crowd-sourcing, or assessed with natural-language software. Coursera will also offer free humanities courses in which grading will be done by peers.
  • “What faculty don’t want to do is just take something off the shelf that’s somebody else’s and teach it, any more than they would take a textbook, start on Page 1, and end with the last chapter,” he said. “What’s still missing is an online platform that gives faculty the capacity to customize the content of their own highly interactive courses.”
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    I think that Harvard, MIT, Stanford, Princeton, UP, and Michigan have a great idea in establishing these free online courses. When such high level courses are provided online and for free, there really is no excuse not to pursue greater knowledge. The only ingredient not provided is self-motivation. After both sites, Coursera seems to be developing much more rapidly then edX. Coursera is constantly updating their site with new courses. Also, after sifting through a few of the courses offered, I noticed that many teachers are willing to stream some online students in through video conferencing. These online students can virtually interact with their counterparts in the classroom at the given elite university. In other words, the intimate relationship found through interacting with other students and professors in a classroom setting is not completely lost.
Javier E

When Teachers Overcompensate for Racial Prejudice - Brian Resnick - National - The Atla... - 0 views

  • The researchers found that the teachers were indeed not grading the black and Latino students as critically as the white ones. This trend has been documented before, but the deeper question Harber and his colleagues were trying to answer was the source of the teacher's motivation. What compelled them to be less critical of minority students?
  • The teachers were trying to preserve a self image of being unbiased. The research group came to this conclusion this because the teachers didn't show bias toward the objective aspects of the essay -- the grammar or the spelling -- but rather the subjective aspects like ideas and logic.
  • This social support, which mitigated the positive feedback bias toward black students, did not, however, change teachers' behavior toward Latinos. But Harber suggests there might be separate causes -- such as sympathy towards students who learned English as a second language.
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  • whites don't want to see themselves as prejudiced, independent of how other people see them," Harber says. "What happens, I believe, is their focus gets distracted from what are the needs of the students to what are ways that I can restore my self image."
  • Perhaps the best way to mitigate racial concerns in the classroom, Harber says, is for teachers to straightforwardly tell students they are tough graders who will give marks solely based on performance. It's a simple solution, but it has been shown to work. A 1999 study from Stanford University found that teachers who invoked these high standards gained greater trust from minority students. "In fact, the motivation of black students provided with criticism in this wise manner improved so dramatically that it slightly surpassed that of their white peers,"
  • it is important to create circumstances and environments where both teachers and students feel they are being taken at face value -- that their attention can be jointly focused on what it takes to learn and rather than being self-protective. Correcting environments, rather than trying to correct people, would be the take-home point."
Javier E

Silicon Valley Worries About Addiction to Devices - NYTimes.com - 1 views

  • founders from Facebook, Twitter, eBay, Zynga and PayPal, and executives and managers from companies like Google, Microsoft, Cisco and others listened to or participated
  • they debated whether technology firms had a responsibility to consider their collective power to lure consumers to games or activities that waste time or distract them.
  • Eric Schiermeyer, a co-founder of Zynga, an online game company and maker of huge hits like FarmVille, has said he has helped addict millions of people to dopamine, a neurochemical that has been shown to be released by pleasurable activities, including video game playing, but also is understood to play a major role in the cycle of addiction. But what he said he believed was that people already craved dopamine and that Silicon Valley was no more responsible for creating irresistible technologies than, say, fast-food restaurants were responsible for making food with such wide appeal. “They’d say: ‘Do we have any responsibility for the fact people are getting fat?’ Most people would say ‘no,’ ” said Mr. Schiermeyer. He added: “Given that we’re human, we already want dopamine.”
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  • the Facebook executive, said his primary concern was that people live balanced lives. At the same time, he acknowledges that the message can run counter to Facebook’s business model, which encourages people to spend more time online. “I see the paradox,” he said.
  • “The responsibility we have is to put the most powerful capability into the world,” he said. “We do it with eyes wide open that some harm will be done. Someone might say, ‘Why not do so in a way that causes no harm?’ That’s naïve.” “The alternative is to put less powerful capability in people’s hands and that’s a bad trade-off,” he added.
  • she believed that interactive gadgets could create a persistent sense of emergency by setting off stress systems in the brain — a view that she said was becoming more widely accepted. “It’s this basic cultural recognition that people have a pathological relationship with their devices,” she said. “People feel not just addicted, but trapped.”
  • Richard Fernandez, an executive coach at Google and one of the leaders of the mindfulness movement, said the risks of being overly engaged with devices were immense.
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    First, I would like to point out that I read this article while distracted from my Extended Essay. Paradoxical, I know. The article points out many of the negative qualities of the glamorous lure of the internet. I found it interesting that internet usage can actually stimulate the production of dopamine in the body, making our attraction to the computer both a "high" and a true addiction. Not only have I seen an increasing number of articles on this topic in the past week or so, but I have also seen a rather large amount of articles pertaining to the "depression inducing" effect of the internet. Drawing from another article, logging onto social networking sites automatically bombards us with pictures of people we know having fun. Their pictures are beautiful and their status updates are witty. It is easy to see all of this content and immediately think something along the lines of: "why isn't my life that fun/hilarious/exciting?" or "I really wish that I were vacationing in Bora Bora". What we need to remember is that people choose what goes online, and, therefore, only choose to share the most glamourous sides of their lives. And let's not forget that those pictures most likely have at least one or more Instagram filter on them...
James Flanagan

SAT, ACT: College-Admissions Tests Are Holding American Students Back - Businessweek - 0 views

  • The College Board—the nonprofit consortium of colleges, high schools, and other organizations that creates the SAT—has repeatedly jiggered the test to respond to critics, most obviously in 2005, when it added a writing section that boosted the highest possible score to 2400 from 1600
  • Huge disparities remain. Asians score the highest on the test, and their average rose this past academic year even as the scores of all other ethnic groups fell.
  • University of Wyoming President Robert Sternberg was stupid in elementary school. IQ tests said so. Knowing his scores, his teachers in the 1950s expected him to perform badly, and he agreeably lived down to their expectations. In fourth grade a teacher named Virginia Alexa saw something special in him and conveyed her high expectations. Almost overnight he became an A student.
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  • Coleman and his team are completing a major revision of the SAT to be unveiled in January 2014 and launched in the spring of 2015. He wants the test to “propel” students toward deeper learning of real things
  • That means fewer abstruse vocabulary words (like “abstruse”) and essays that are based on documents so human graders can evaluate the correctness of their writers’ arguments, not just their style.
  • The U.S. rode to economic supremacy with the world’s highest share of young college grads, but now its percentage of graduates at the typical age of graduation is behind those of Australia, Denmark, Finland, Iceland, Ireland, Japan, the Netherlands, New Zealand, Norway, Poland, Portugal, the Slovak Republic, Sweden, and the U.K., the Organisation for Economic Co-operation and Development says.
  • The message: Real life is messy. You’re not given five answers to choose from. And America shouldn’t depend on something resembling an IQ test to rake geniuses from the rubbish.
  • The SAT and its rival, the ACT, are part of the problem. Designed to ferret out hidden talent, the tests have become, for some students at least, barriers to higher education. Scores are highly correlated with family income; Harvard law professor Lani Guinier calls the SAT a “wealth test.”
  • Since the earliest days of the republic, there have been two schools of thought about the merits of sorting students, as recounted in Nicholas Lemann’s 1999 book The Big Test: The Secret History of the American Meritocracy. Thomas Jefferson, who believed in a “natural aristocracy,” said that in Virginia all w
  • New Englander Henry Adams was less disdainful of the rubbish. He said Jefferson’s natural aristocracy was no better than regular old aristocracy: “I would trust one as soon as the other with unlimited power.”
  • The SAT was launched in 1926 as a variant of an intelligence test used in World War I to place soldiers and sailors. Harvard adopted it in 1934.
  • The University of California long resisted using standardized tests but in 1968—swamped by more qualified applications than it could handle—began requiring applicants to submit SAT scores as a way to screen out lower achievers.
  • Admissions officers at about 850 four-year colleges now make standardized tests optional for some or all of their applicants
  • To be less cynical, the tests do stigmatize low scorers and distract people “from what they really need to do, which is mastering academic subjects in their high school,” says Wake Forest University sociologist Joseph Soares, whose school went SAT-optional in 2008.
B Mannke

The War No Image Could Capture - Deborah Cohen - The Atlantic - 0 views

  • Essay December 2013 The War No Image Could Capture Photography has given us iconic representations of conflict since the Civil War—with a notable exception. Why, during the Great War, the camera failed. 
  • They could not be rescued yet, and so an anonymous official photographer attached to the Royal Engineers did what he could to record the scene. The picture he took, though, tells almost nothing without a caption. The landscape is flat and featureless. The dead and wounded look like dots. “Like a million bloody rugs,” wrote F. Scott Fitzgerald of the Somme carnage. In fact, you can’t make out blood. You can’t even tell you’re looking at bodies.
  • iconic representations of war
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  • World War I yielded a number of striking and affecting pictures. Some, included in the gallery of 380 presented in The Great War: A Photographic Narrative, are famous: the line of gassed men, blinded and clutching each other’s shoulders as they approach a first-aid station in 1918; the haunting, charred landscapes of the Ypres Salient in 1917. And yet in both cases, the more-renowned versions were their painted successors of 1919: John Singer Sargent’s oil painting Gassed, and Paul Nash’s semi-abstract rendering of the blasted Belgian flatland, The Menin Road. The essence of the Great War lies in the absence of any emblematic photograph.
  • The quest to communicate an unprecedented experience of combat began almost as soon as the war did, and it has continued ever since
  • All Quiet on the Western Front (1929): the war was unimaginable, dehumanizing, the unredeemable sacrifice of a generation. It marked the origin of our ironic sensibility
  • The central conundrum in representing the First World War is a stark one: the staggering statistics of matériel, manpower, and casualties threaten constantly to extinguish the individual. That was what the war poets understood, and why the images they summoned in words have been transmitted down a century. As Wilfred Owen did in “Dulce et Decorum Est” (1917), the poets addressed their readers directly, unsettling them with a vision of the damage suffered by a particular man’s body or mind.
  • Photography, of course, can’t capture sounds or bitter intonations—that devastatingly exact gargling, not gurgling
  • We felt they were mad.”
  • Needless to say, such a move was not repeated.
  • A great deal of the official photography of 1914 and 1915 borders on the risible: stiffly posed pictures that gesture to the heroic war that had been foretold rather than the war that was unfolding. In one picture, a marksman in a neat uniform crouches safely behind a fortification, intent on his quarry. In another, a dugout looks like a stage set, in which the actors have been urged to strike contemplative poses.
  • e Battle of Guillemont, a British and French offensive that was successful but at great cost, this image from September 1916, by the British official photographer John Warwick Brooke, is disorienting at first glance. Are the inert lumps on the ground dead bodies, or parts of dead bodies? They are neither. But the initial relief upon recognizing that they’re inanimate objects evaporates
  • The British prime minister’s own eldest son, Raymond Asquith, was killed a few days later and a few miles away, at the Battle of Flers–Courcelette.
  • . All the way through—as he meticulously documents the laborious mobilization, the pointless charges, the dead and injured marooned in the field—Sacco’s perspective is from the British lines, which means the soldiers are seen mostly from the back. He gets the details of the carts, the guns, and the uniforms exactly right. The faces he draws are deliberately generic.
  • They visited the battlefields to find the small white headstone with their soldier’s name; when there was no grave, they touched the place where a name was engraved on a memorial. They held séances to summon the dead. But inevitably, as the decades roll on, what endures are the fearsome numbers.
Javier E

How Racism Invented Race in America - Ta-Nehisi Coates - The Atlantic - 0 views

  • I wish to return to one of the original features of blogging—the documentation of public thinking. I would suggest that more writers, more academics, and more journalists do this, and do so honestly.
  • It have come to believe that arguing with the self is as important as arguing with the broader world.
  • the assumption of that "something new" is happening "racially," that these terms are somehow constant is one of the great, and underestimated, barriers to understanding the case for reparations.
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  • In all my history classes we were treated to the dizzying taxonomy of race—mulatto and Italian, creole and quadroon, Jew and mestizo. This terminology would change quickly, change back, and then change again. And borders would change with them. Not even continents were constant. "Africa begins at the Pyrenees," we read in The Races of Europe.
  • Black Folk was the first book that made the argument that sticks with me to this day—that there is nothing particularly "natural" about viewing people with darker skin and curlier hair as inferior. Drake surveys all perceptions of people with darker skin, curlier hair, or both across history. He finds very little consistency and concludes that racism, as we know it, is basically a product of the slave trade, which is to say the seizure of power.
  • Barbara and Karen Fields's Racecraft. The book is a collection of essay, and is sometimes hard to follow, but its basic insight is brilliant. Basically, Americans talk about "race" but not "racism," and in doing that they turn a series of "actions" into a "state." This is basically true of all our conversations of this sort, left and right. You can see this in all our terminology—racial justice, racial quotas, racial discrimination, etc. But this language is ahistorical, and it obscures the current conflict.
  • But American notions of race are the product of racism, not the other way around. We know this because we can see the formation of "race" in American law and policy, and also see how formations differ across time and space. So what is "black" in the United States is not "black" in Brazil. More significantly the relevance and import of "blackness" is not constant across American history.
  • It is important to remember that American racism is a thing that was done, and a world where American racism is beaten back is not a world of "racial diversity" but a world without such terminology. Perhaps we can never actually get to that world. Perhaps we are just too far gone. But we should never forget that this world was "made." Whiteness and blackness are not a fact of providence, but of policy
  • I was dogged by Saul Bellow's challenge: "Who is the Tolstoy of the Zulus?" I left feeling like Ralph Wiley—Tolstoy is the Tolstoy of the Zulus. Wiley's point was that the entire exercise of attempting to prove the worth of humans through monuments and walls was morally flawed. This was radicalizing. It warned me away from beginning an argument with racist reasoning, by accepting its premises. The argument for racism is corrupt at its root, and must be confronted there
  • Reparations may seem impractical. Living without history, I suspect, will—in the long term—prove to be suicidal.
Javier E

World War I Conference in Sarajevo Divides Scholars - NYTimes.com - 0 views

  • rather than a respectful salutation of Europe’s triumph over parochial nationalism, the conference set off an ethnic firestorm in the Balkans that reached the highest political circles. The controversy speaks to how the scholarly interpretation of a crucial turning point like the Great War remains disputed and entangled in present-day politics.
  • Princip’s nationalist politics and the Serbs’ role in the war remain highly contentious issues, particularly in the Balkans. The Serbs tend to consider Princip a hero who struck a blow against the repressive Habsburg monarchy, which ruled Bosnia and Herzegovina at the time. In recognition of the centennial, monuments to Princip are being constructed in downtown Belgrade, the Serbian capital, and in Serb-dominated eastern Sarajevo.
  • In contrast with that view, most historians from the region and elsewhere in Europe have tended to see Princip as a terrorist, rather than a hero.
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  • The conference, moreover, took place against the background of many new commemorative publications, including the Australian historian Prof. Christopher M. Clark’s account of World War I’s origins, titled “The Sleepwalkers.” An astounding global success, Professor Clark’s book has prompted a substantial revision among historians of the war’s causes. Whereas in the past German nationalism and bellicosity were singled out as disproportionately culpable, Mr. Clark lays equal blame on the other great powers, France, Russia, and Britain.
  • Furthermore, he argues that Princip was directly or indirectly an arm of Serbia’s intelligence services, not a Bosnian teenager acting on his own. Mr. Clarke also links Serbia’s expansionist campaign at the beginning of the 20th century, and its brutality, to the ethnic cleansing and war crimes of the 1990s wars in the former Yugoslavia.
  • The Serbian news media has rallied to the country’s defense with headlines like “Austrians Planned the First World War a Year before the Murder of Ferdinand”; “Vienna had a War Plan in 1913”; and “We are not to Blame for the War.”
  • “I admit that I wholly underestimated the passionate approaches to the topic and its meaning for today’s politics in the region,”
  • Mr. Bieber said that Serbs had overreacted to the Clark book and to the intention of the conference. “Clark doesn’t blame Serbia for the war, but rather the Great Powers — all of them,” he said. “Clark is hard on Serbia, more so than most historians, but in Serbia his theses are deliberately misread,” he added, attributing this to domestic politics.
  • The controversy around the conference, Mr. Bieber wrote in a recent essay in Balkan Insight, suggested that forthcoming commemorations would “not be shaped by reflecting on the past, but by making use of the past for the present.”
Javier E

'You Have to Know History to Actually Teach It' - David Cutler - The Atlantic - 0 views

  • the number one thing is to have a real passion for your subject and to be able to convey that to your students. Obviously the content is important, but that's not as unusual as being able to really convey why you think history is important.
  • I'm strongly in favor of students knowing the facts of history, not just memorizing or having it drilled into their heads.
  • also I think what I see in college students, that seems to be lacking at least when they come into college, is writing experience. In other words, being able to write that little essay with an argument.
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  • the very selection of what is a fact, or what is important as a fact, is itself based on an interpretation. You can't just separate fact and interpretation quite as simply as many people seem to think. I would love to see students get a little more experience in trying to write history, and trying to understand why historical interpretation changes over time.
  • I'm less interested in pedagogical approaches than the training of the teacher, the ability of the teacher, the knowledge of the teacher, and the teacher's ability to inspire students by conveying his or her own enthusiasm for the subject.
  • My experience as a teacher and as a student long ago, is that there is no substitute for a good teacher. I don't care what bells and whistles that you're using, it's the teacher in the classroom. That's why I'm a little skeptical about MOOCs, online education. I'm old-fashioned enough to believe that the presence of a teacher is actually critical to learning.
  • The first thing I would say is that we have to get away from the idea that any old person can teach history.
  • They wouldn't put him in a French course, or a physics course. The number-one thing is, you have to know history to actually teach it. That seems like an obvious point, but sometimes it's ignored in schools. Even more than that, I think it's important that people who are teaching history do have training in history. A lot of times people have education degrees, which have not actually provided them with a lot of training in the subject. They know a lot about methodology. [That’s] important, but as I say, the key thing is really to love the subject, to be able to convey that to your students, and if you can do that, I think you'll be a great teacher.
Javier E

A Conservative Catholic Now Backs Same-Sex Marriage - NYTimes.com - 0 views

  • this fight would only be worth fighting, for Catholics, if their theology required such a fight. Mr. Bottum now believes — here’s where the essay will really outrage fellow churchmen — that Catholics are mistaken to think that natural law requires them to oppose same-sex marriage.
  • Natural law, as systematically explained by Aquinas in his treatise Summa Theologica, is the will of God as understood by people using their reason. Aquinas extrapolates many principles of natural law, including those of marriage. But Mr. Bottum contends that these rules are not the point.
  • “And if,” Mr. Bottum writes, “heterosexual monogamy so lacks the old, enchanted metaphysical foundation that it can end in quick and painless divorce, then what principle allows a refusal of marriage to gays on the grounds of a metaphysical notion like the difference between men and women?”
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  • Natural law, Mr. Bottum writes, depends for its force on a sense of the mystery of creation, the enchantment of everyday objects, the sacredness of sex. In the West, that climate of belief has been upended: by science, modernism, a Protestant turn away from mysticism, and, most recently, the sexual revolution. The strictures of natural law were meant to structure an enchanted world — but if the enchantment is gone, the law becomes a pointless artifact of a defunct Christian culture.
  • Traditional-marriage activists would counter that we can at least begin a Christian renaissance by upholding marriage’s last connections to its Christian past. But Mr. Bottum says that’s the wrong starting point. “There are much better ways than opposing same-sex marriage for teaching the essential God-hauntedness, the enchantment, of the world,” he writes.
  • Better tactics might include “massive investments in charity, the further evangelizing of Asia, a willingness to face martyrdom by preaching in countries where Christians are killed,” and a churchwide effort to beautify the liturgy.
  • “I’ve given up on politics,” Mr. Bottum said, as we sat on his wide porch after lunch. “I’ll vote Republican, because I’m a Republican. But I don’t believe a change in culture can come from politics. It can only come from re-enchantment with the world.”
Javier E

Gay City News > Archives > Gay City News > Features > Forget Mehlman - What About Lincoln? - 0 views

  • octogenarian William Hanchett, professor of history emeritus at the University of California/ San Diego, “challenges historians to either refute the Tripp thesis or to rewrite Lincoln’s biography. Hanchett believes that Tripp is correct at least in the broad outline of his work and finds it frustrating that most historians, rather than confronting this pioneering study, choose to ignore it,” as the Lincoln Herald’s editors put it in introducing Hanchett’s revealing, carefully footnoted essay on Lincoln’s same-sex affinities.
  • Hanchett in particular breaks new ground when he deconstructs what we know of the much-ignored secret Memo books kept by Lincoln’s law partner William Herndon as he spent a quarter century intensively researching his massive “Lincoln: The True Story of a Great Life,” published in 1889. The UC/ San Diego scholar details how he believes that the otherwise thorough Tripp missed the evidence there that backs up Hanchett’s view that “Lincoln’s secret” was homosexuality.
Javier E

The Shadow Scholar - The Chronicle Review - The Chronicle of Higher Education - 0 views

  • it's hard to determine which course of study is most infested with cheating. But I'd say education is the worst. I've written papers for students in elementary-education programs, special-education majors, and ESL-training courses. I've written lesson plans for aspiring high-school teachers, and I've synthesized reports from notes that customers have taken during classroom observations. I've written essays for those studying to become school administrators, and I've completed theses for those on course to become principals. In the enormous conspiracy that is student cheating, the frontline intelligence community is infiltrated by double agents.
  • First I lay out the sections of an assignment—introduction, problem statement, methodology, literature review, findings, conclusion—whatever the instructions call for. Then I start Googling. I haven't been to a library once since I started doing this job. Amazon is quite generous about free samples. If I can find a single page from a particular text, I can cobble that into a report, deducing what I don't know from customer reviews and publisher blurbs. Google Scholar is a great source for material, providing the abstract of nearly any journal article. And of course, there's Wikipedia, which is often my first stop when dealing with unfamiliar subjects. Naturally one must verify such material elsewhere, but I've taken hundreds of crash courses this way. After I've gathered my sources, I pull out usable quotes, cite them, and distribute them among the sections of the assignment. Over the years, I've refined ways of stretching papers. I can write a four-word sentence in 40 words. Just give me one phrase of quotable text, and I'll produce two pages of ponderous explanation. I can say in 10 pages what most normal people could say in a paragraph. I've also got a mental library of stock academic phrases: "A close consideration of the events which occurred in ____ during the ____ demonstrate that ____ had entered into a phase of widespread cultural, social, and economic change that would define ____ for decades to come." Fill in the blanks using words provided by the professor in the assignment's instructions.
Javier E

We Can't Teach Students to Love Reading - The Chronicle Review - The Chronicle of Highe... - 0 views

  • While virtually anyone who wants to do so can train his or her brain to the habits of long-form reading, in any given culture, few people will want to. And that's to be expected. Serious "deep attention" reading has always been and will always be a minority pursuit, a fact that has been obscured in the past half-century
  • From 1945 to 2000, or thereabouts, far more people than ever before in human history were expected to read, understand, appreciate, and even enjoy books. In 2005, Wendy Griswold, Terry McDonnell, and Nathan Wright, sociologists from Northwestern University, published a paper concluding that while there was a period in which extraordinarily many Americans practiced long-form reading, whether they liked it or not, that period was indeed extraordinary and not sustainable in the long run. "We are now seeing such reading return to its former social base: a self-perpetuating minority that we shall call the reading class."
  • much of the anxiety about American reading habits, and those in other developed nations to a lesser degree, arises from frustration at not being able to sustain a permanent expansion of "the reading class" beyond what may be its natural limits.
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  • The extreme reader, to coin a phrase, is a rare bird indeed. ("I have done what people do, my life makes a reasonable showing," Lynne Sharon Schwartz writes. "Can I go back to my books now?") Such people are born, not made, I think; or mostly born and only a little made.
  • It is more common to come across the person who has known the joys of reading but who can be distracted from them. But even those folks are a small percentage of the population.
  • American universities are largely populated by people who don't fit either of these categories—often really smart people for whom the prospect of several hours attending to words on pages (pages of a single text) is not attractive.
  • Steven Pinker once said that "Children are wired for sound, but print is an optional accessory that must be painstakingly bolted on." The key here is "painstakingly": There can be many pains, in multiple senses of the word, for all parties involved, and it cannot be surprising that many of the recipients of the bolting aren't overly appreciative, and that even those who are appreciative don't find the procedure notably pleasant.
  • the printing press ushered in an age of information overload. In the 17th century, one French scholar cried out, "We have reason to fear that the multitude of books which grows every day in a prodigious fashion will make the following centuries fall into a state as barbarous as that of the centuries that followed the fall of the Roman Empire." Such will be our fate "unless we try to prevent this danger by separating those books which we must throw out or leave in oblivion from those which one should save and within the latter between what is useful and what is not."
  • Rarely has education been about teaching children, adolescents, or young adults how to read lengthy and complicated texts with sustained, deep, appreciative attention—at least, not since the invention of the printing press. When books were scarce, the situation was different:
  • Bacon tells such worried folks that they can't read them all, and so should develop strategies of discernment that enable them to make wise decisions about how to invest their time. I think Bacon would have applauded Clay Shirky's comment that we suffer not from "information overload" but from "filter failure."
  • especially noteworthy is Bacon's acknowledgment that there is a place for what Katherine Hayles would call "hyper attention" as well as "deep attention." Some books don't need to be read with patience and care; at times it's OK, even necessary, to skim (merely to "taste" rather than to ruminate). And as Shreeharsh Kelkar, a graduate student at the Massachusetts Institute of Technology, has pointed out, "To be successful today, it not only becomes necessary to skim, but it becomes essential to skim well."
  • Except in those cultures in which books have been scarce, like Augustine's Roman North Africa, the aims of education have often focused, though rarely explicitly so, on the skills of skimming well. Peter Norvig says: "When the only information on the topic is a handful of essays or books, the best strategy is to read these works with total concentration. But when you have access to thousands of articles, blogs, videos, and people with expertise on the topic, a good strategy is to skim first to get an overview. Skimming and concentrating can and should coexist."
  • education, especially in its "liberal arts" embodiments, has been devoted to providing students with navigational tools—with enough knowledge to find their way through situations that they might confront later in life.
  • All this is to say that the idea that many teachers hold today, that one of the purposes of education is to teach students to love reading—or at least to appreciate and enjoy whole books—is largely alien to the history of education.
  • Rose's book is largely a celebration of autodidacticism, of people whose reading—and especially the reading of classic texts, from Homer to Dante to Shakespeare to the great Romantic poets—wasn't imposed on them by anyone, and who often had to overcome significant social obstacles in order to read. "The autodidacts' mission statement," Rose writes, was "to be more than passive consumers of literature, to be active thinkers and writers. Those who proclaimed that 'knowledge is power' meant that the only true education is self-education, and they often regarded the expansion of formal educational opportunities with suspicion."
  • Over the past 150 years, it has become increasingly difficult to extricate reading from academic expectations; but I believe that such extrication is necessary. Education is and should be primarily about intellectual navigation, about—I scruple not to say it—skimming well, and reading carefully for information in order to upload content. Slow and patient reading, by contrast, properly belongs to our leisure hours.
  • There is a kind of attentiveness proper to school, to purposeful learning of all kinds, but in general it is closer to "hyper attention" than to "deep attention." I would argue that even reading for information—reading textbooks and the like—does not require extended unbroken focus. It requires discipline but not raptness, I think: The crammer chains himself to the textbook because of time pressures, not because the book itself requires unbroken concentration. Given world enough and time, the harried student could read for a while, do something else, come back and refresh his memory, take another break ... but the reader of even the most intellectually demanding work of literary art would lose a great deal by following such tactics. No novel or play or long poem will offer its full rewards to someone who consumes it in small chunks and crumbs. The attention it demands is the deep kind.
  • for people like Erasmus (with his "cry of thankful joy" on spying a fragment of print) or Lynne Sharon Schwartz ("Can I get back to my books now?"), books are the natural and inevitable and permanent means of being absorbed in something other than the self.
  • But then there are the people Nicholas Carr writes about in The Shallows: What the Internet Is Doing to Our Brains, and Carr himself: people who know what it is like to be lost in a book, who value that experience, but who have misplaced it—who can't get back,
Javier E

Glenn Beck Show Ends & Lessons for Liberals - The Daily Beast - 0 views

  • He’s out of his mind, obviously, but here’s the thing: He is the only television personality  I know of who uses his national platform to talk regularly and often about American history. And he makes me think, well, this is one of the ways in which conservatives are cleverer and more cunning than liberals.
  • Liberals very rarely talk about history, as my Democracy journal colleague Elbert Venture wrote recently in a fine essay. To them, history is settled, and there’s no more point arguing about it than there is in arguing about the physical properties of trees. It’s a factual given. Except that it’s not. The standard, non-crazy history we’ve all been taught is being contested every day by Beck and others
  • The right understands that building its individualistic utopia of the future hinges in no small part on destroying the story about our history in which collective action resulted in any success. History must therefore be rewritten, and it must be rewritten in accessible form —on cable television and radio.
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