Father and I

2013 ◽  
Vol 02 (02) ◽  
pp. 4-14
Author(s):  
Chen Ning Yang

Father (K. C. Yang (楊克純), 1896–1973) was a high school teacher in Anqing (安慶) in 1922 when I was born in Hefei (合肥). Anqing was then also called Huaining (懷寧). Father gave me the name Chen Ning, of which Chen was the name of my generation in our family, and Ning was derived from Huaining. Before I was one year old Father won an Anhui (安徽) Provincial Fellowship for studying in the USA. We had a family picture (Fig. 1) taken in the courtyard outside our bedroom a few days before he left home. Father had on the traditional robe and coat, standing stiff and erect. He had probably up to that point never worn a western suit. Two years later he sent a picture (Fig. 2) to Mother from the University of Chicago, in which his attire and bearing had both entered the twentieth century. Father was a handsome man. The exuberance and optimism of his youth were clearly captured in this photograph.

Collections ◽  
2020 ◽  
pp. 155019062098103
Author(s):  
Cheryl Jiménez Frei ◽  
Shane Carlson

With the onset of COVID-19, spring 2020 proved difficult for teachers and students everywhere. But amid the challenges of online and hybrid education, incorporating A Journal of the Plague Year: a COVID-19 Archive (JOTPY) into classrooms provided students a unique and impactful learning experience, while also helping them process the anxieties and uncertainties of the pandemic. In this article, Assistant Professor of History at the University of Wisconsin-Eau Claire (UWEC) Cheryl Jiménez Frei shares insights and best practices for teaching with JOTPY, and a model incorporating the archive across multidisciplinary courses to address archival silences. Beyond the university, JOTPY can be a valuable pedagogical tool for elementary, middle, and high-school teachers during the pandemic. To examine this, in the article’s second half, UWEC public history graduate student and high-school teacher for the Eau Claire Area School District Shane Carlson shares his reflections on contributing to the archive as a student, strategies bringing JOTPY into his own teaching, and the results of elementary teachers also doing so in rural Wisconsin.


2014 ◽  
Vol 2 (1) ◽  
Author(s):  
Ankit Patel

John Dewey (October 20, 1859 – June 1, 1952) was an American philosopher, psychologist, and educational reformer whose ideas have been influential in education and social reform. Dewey is one of the primary figures associated with philosophy of pragmatism and is considered one of the founders of functional psychology. A well-known public intellectual, he was also a major voice of progressive education and liberalism. Although Dewey is known best for his publications about education, he also wrote about many other topics, including epistemology, metaphysics, aesthetics, art, logic, social theory, and ethics. John Dewey graduated from the University of Vermont and spent three years as a high school teacher in Oil City, Pennsylvania. He then spent a year studying under the guidance of G. Stanley Hall at John Hopkins University in America’s first psychology lab. After earning his Ph.D. from John Hopkins, Dewey went on to teach at the University of Michigan for nearly a decade. In 1894, Dewey accepted a position as the chairman of the department of philosophy, psychology and pedagogy at the University of Chicago. It was at the University of Chicago that Dewey began to formalize his views that would contribute so heavily to the school of thought known as pragmatism. The central tenant of pragmatism is that the value, truth or meaning of an idea lies in its practical consequences. Dewey also helped establish the University of Chicago Laboratory Schools, where he was able to directly his apply his pedagogical theories.


2010 ◽  
Author(s):  
Richard G. Lambert ◽  
Christopher J. McCarthy ◽  
Elizabeth W. Crowe ◽  
Colleen J. McCarthy

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