Wednesday, November 7, 2012

Michael Ignatieff, former leader of the Canadian Liberal Party, urges a return to civility and compromise in politics

During the annual Stanford Humanities Center Presidential Lecture, Michael Ignatieff, the former leader of the Canadian Liberal Party, underscored how the acrimonious nature of partisan politics is causing voters to walk away from democracy.

By Corrie Goldman

Michael Ignatieff has a unique perspective on politics. As a scholar of history, he has studied political theory and written about international affairs. As the former leader of the Canadian Liberal Party, he has firsthand experience in the political realm.

Speaking recently to an audience at the Stanford Humanities Center, Ignatieff described a "crisis of representation" that he sees emerging from the increasingly divided political culture of both the United States and Canada.

One of the few political intellectuals to have led a political party, Ignatieff drew on personal knowledge as he outlined in his talk, part of the Presidential Lecture series, how partisanship is tearing politics apart by turning adversaries into enemies.

Partisanship, long a fundamental of politics, Ignatieff said, has veered from its original purpose and created parties that no longer represent the "real choices" that voters face. The emphasis on division rather than agreement is alienating voters. "For most voters," Ignatieff said, "partisanship is what's wrong with politics."

Ignatieff, who recently joined the Munk School of Global Affairs at the University of Toronto, is known for his prolific work as a writer, scholar and journalist. A historian and public intellectual, he has penned nearly 20 books and has been a frequent contributor to the New York Times and New York Review of Books.

Citing America's fourth president, James Madison, who warned of the danger to democracy from "political parties serving their own interests rather than the people's," Ignatieff told the audience that a "healthy distrust of politicians" has deteriorated into "active loathing."

This outright loathing, Ignatieff asserted, is directly responsible for a disengaged citizenry. Since 1960, he said, voter participation rates have declined in nearly all advanced democracies. In the 2008 Canadian election, only one in five eligible 18-year-olds voted.

"When you ask young people why they don't [vote], they tell you: It makes no difference anyway – they [the politicians] are all liars," Ignatieff said.

Moral realism and civilized debate

Voters, Ignatieff pointed out, are partially to blame for the crisis of representation. "There is a type of disillusioned voter, especially young ones, who have expectations of honesty, clarity and principle that no person, let alone a politician, can attain," he said.

Calling politics "a morally questionable profession," Ignatieff said that leaders must often make tough calls about ambiguous situations, where the truth is complex and information may be scarce.

"Leadership means deciding in uncertainty and being willing to live with the consequences however they play out," Ignatieff said.

Citizens will continue to be let down if they demand complete transparency. "We need to be moral realists about democracy," Ignatieff said.

Compounding the lack of voter trust is the gridlock and outright animosity between parties. "Partisanship divides an already divided society, turns adversaries into enemies," he said.

The democratic process has been transformed from one of mutual respect and productive debate to an environment where politicians are restricted by the viewpoints of their party.

When political partisanship rules, "you are always preaching to the converted, never reaching across to the other side," Ignatieff said. "When persuasion loses its pivotal role, debate becomes ritualized and pointless. Nothing lowers a citizen's estimate of democracy more than the sight of two politicians hurling abuse at each other."

Rather than identify with parties they distrust, voters are abandoning party affiliation in droves. Up to a third of American voters now register as independents, which Ignatieff said signals that the parties "neither represent their interests nor their reality."

Compromise for the good

As Ignatieff outlined, voter disdain is warranted. Together, waning legislative democracy and heightened partisanship threaten democracy's key role, which is to "enable opponents to compromise for the good of the nation."

Harking back to the era of Madison, Ignatieff noted, "Members from opposing parties would often dine or drink together when sessions ran late, and these rituals reinforced the civility inside the chamber."

Ignatieff compared today's economic climate to that of Germany in the 1920s – "a society plagued by economic crisis, among a battered population looking for someone to blame. "

Modern western democracy has not slipped that far, but Ignatieff said it was worth remembering that in a democracy not unlike our own, "fascism took the fatal step from a politics of adversaries into a politics of enemies."

The goal of Leninist politics, Ignatieff added, was "not to defeat opponents but to obliterate them as the 'class enemy.'"

Voters today would be better served if politicians focused their adversarial energies toward those "who actively threaten the liberty of other peoples and our own," he said.

"Toward those within our borders, however heatedly we may disagree, we should work from a simple persuasive but saving assumption: In the house of democracy there are no enemies," he said.

Although the animosity of partisanship appears to be an entrenched aspect of party politics, Ignatieff said that democracy gives people the ability to initiate change, which he called "the very promise of democracy itself."

A video of Ignatieff's talk, "On Partisanship: Enemies and Adversaries in Politics," is available on the Stanford YouTube Channel.

Administered by the Stanford Humanities Center, the Presidential Lecture series is sponsored by the Office of the President to "bring the most distinguished scholars, artists and critics of our time to the Stanford University campus."

For more information about Ignatieff's work and career, visit the Stanford University Libraries Presidential Lecture site, which includes excerpts from Ignatieff's writings.

For more news about the humanities at Stanford, visit the Human Experience.


The story was originally published by the Stanford News Service on October 29, 2012.


Friday, September 28, 2012

Levinthal Hall Renovation Complete

This summer, Levinthal Hall was renovated, primarily to install a new, quieter air conditioning system. Audience members will now be able to hear speakers much more clearly. In addition, new lights were installed, including a set of spotlights at the front of the room. The other audio-visual equipment was updated and includes a brand new set of speakers. Visitors to the Center and event organizers alike should be very pleased with these upgrades.

2011-12 Fellows Make Class Gift to International Visitors Program

Thank You to 2011-12 Fellows!

Each of the 2011-12 fellows contributed to a class gift that has become the seed fund to endow the International Visitors Program at the Humanities Center. As many of you know, this Program was piloted four years ago and brings high-profile scholars from around the world to campus for one-month residencies. We are so grateful for the support and appreciate that every fellow participated in this group gift. Learn more about the International Visitors Program.

Thursday, September 20, 2012

Undergraduate Fellowship Research Assistants Bring Benefits and Surprises

By Michael Marconi

On May 22, an audience assembled at the Stanford Humanities Center for a “Tuesday Talk.” Internal and external fellows, international visitors, graduate students and Center staff crowded the Board Room. This was no ordinary “Tuesday Talk;” it was the annual Undergraduate Research Symposium, in which five students reported on the research they had conducted during the year.

These five students, each paired with one of the Center’s fellows, spent the year researching a single topic related to their and their fellows’ common interests. For undergraduates, this provided an opportunity to experience the intellectual life of the humanities early in their academic careers. For fellows, it was a chance to work with Stanford students and receive helpful research assistance.

For historian David Gilmartin, an external fellow from North Carolina State University, it became much more. Gilmartin worked with Albert Pak, a junior double majoring in Philosophy and Political Science, examining voting laws in India and Pakistan. “It was quite interesting because, in a certain sense, he worked as a research assistant, but in another sense, he really just worked as somebody who provided me with an opportunity to try out ideas with somebody who comes from a very different disciplinary background than I do,” Gilmartin said.



For his part, Pak was also influenced by the exchange. “Working on this project forced me to think about my work inter-disciplinarily. This experience will shape my ongoing research for my honors thesis, which is on personal autonomy, but in the realm of addiction [not on South Asian politics]. I hope this will enable me to give a more balanced perspective.”

During the year, Gilmartin asked Pak to look at works on the idea of the voter as an autonomous being in election laws and consider philosophical arguments about the nature of autonomy in political science in order to gain a new perspective on his historical research of voting laws in India and Pakistan.

“We met every week and we had discussions about different authors, mostly coming from disciplines that I wasn’t directly familiar with, mostly philosophy,” Gilmartin said. “And that provided a great opportunity. He would read things and suggest things and prepare outlines and then we would just meet once a week and talk about it. And that was really valuable for me and I hope it was valuable for him as well.”

Other 2011-12 undergraduate fellows were Laura Groenedaal, who worked with historian Kristen Harinh, helping to investigate a side question in Haring’s research concerning a prehistory of text messaging, specifically regarding pager usage. Stephen Hilfer, a senior majoring in English, partnered with Leah DeVun looking at transgender and intersex rights. Kyle Lee-Crossett, a junior majoring in English and Archeology, assisted Paula Findlen in mapping Galileo’s correspondence between 1588-1616. Freshman Cody Leff worked with Margaret Cohen in researching the life of underwater painter Zarh Pritchard.

Wednesday, September 19, 2012

Fellows Updates Fall 2012

These are updates you have submitted. The list of new book publications will be included in our Annual Report, coming this November. If you have any exciting news to share, please email shc-newsletter@stanford.edu!

2010-2011

GIORGIO RIELLO was promoted to a professorship in Global History and Culture at Warwick University.

2008-2009

MUNKH-ERDENE LKHAMSUREN will be a member of the School of Historical Studies at the Institute for Advanced Study, Princeton, for 2012-2013.

2007-2008

MIRIAM LEONARD was appointed to Full Professor at University College London in October 2011. Her title is Professor of Greek Literature and its Reception.

2006-2007

CHRISTINE GUTH published two articles: “The Local and the Global: Hokusai’s Great Wave in Contemporary Product Design,” Design Issues vol. 28/2 (Spring 2012): 16-35 and“Hokusai’s Great Waves in Nineteenth-century Japanese Visual Culture,” The Art Bulletin Vol. XCIII/1 (Dec. 2011): 468-85.

2005-2006

STEVEN YAO'S monograph, Foreign Accents: Chinese American Verse from Exclusion to Postethnicity (Oxford 2010), has been selected by the Association for Asian American Studies for its 2010 Book Award in Literary Studies.

2003-2004

KAROL BERGER has received the 2011 Glarean Prize, Swiss Musicological Society and has been the 2011-12 EURIAS Senior Fellow at the Institut für die Wissenschaften vom Menschen in Vienna.

AMELIA GLASER was promoted to the level of Associate Professor of Russian and Comparative Literature at UCSD, with tenure.

2002-2003

TAKASHI FUJITANI was runner-up for the John Hope Franklin Prize (best book in American Studies) for his book Race for Empire: Japanese as Koreans and Koreans as Japanese During WWII.

1998-1999

BYRNA GOODMAN will be a fellow at the Radcliffe Institute for Advanced Study for 2012-2013.

1994-1995

STEFAN HELMREICH'S
book, Alien Ocean: Anthropological Voyages in Microbial Seas, won 2010 American Ethnological Society Senior Book Prize and  2010 Gregory Bateson Book Prize, Society for Cultural Anthropology, American Anthropological Association.  

LAWRENCE JACKSON'S second book, The Indignant Generation, won the 2012 Creative Scholarship Award from the College Language Association, the 2012 Award for Non-Fiction from the Black Caucus of the American Library Association, the 2011 American Publishers Award for Professional and Scholarly Excellence, Literature, the 2011 William Sanders Scarborough Prize of the Modern Language Association, and was a Finalist for the 2011 Hurston-Wright Award. His book My Father's Name was featured on NPR.

1993-1994

JANN PASLER won the Deems Taylor Award from the American Society of Composers, Authors, and Publishers of Music for her book Composing the Citizen: Music as Public Utility in Third Republic France (UC Press, 2009).

1990-1991

MICHAEL BRATMAN was elected a member of the American Academy of Arts and Sciences.

1988-1989

SCOTT JOHNSON was named 2011 Robert L. Spaeth Teacher of Distinction at St. John's University.  He is also completing a 3 year term as Chair of the joint department of political science at the College of St. Benedict and St. John's University in St. Joseph and Collegeville MN.

1986-1987

ROBERT SCHAPIRO was appointed Dean of Emory Law School.

1985-1986

HAMILTON CRAVENS has retired from Iowa State University and now lives in Minneapolis, Minnesota, one of the truly civilized cities in North America. He continues his scholarship on science in modern American culture and is a research specialist in the History of Science, Technology, and Medicine Program at the University of Minnesota.

Wednesday, July 11, 2012

Call for Nominations for FSI-Humanities Center International Visitors 2013-14

Nomination Deadline: November 12, 2012

The Stanford Humanities Center and the Freeman Spogli Institute for International Studies (FSI) intend to offer up to four short-term residencies to international scholars in academic year 2013-2014. Residencies will be approximately four weeks. Depending on the availability of funds, longer visits of up to eight weeks may be possible.

This will be the fifth year of the program; view the list of 2012-13 visiting scholars.

The purpose of the residencies is to bring next generation leading scholars into the intellectual life of Stanford, targeting those scholars who would be of particular interest to departments and other units on campus and who fit within the respective missions of the Humanities Center and FSI.

International scholars in residence will be given shared-office space at the Humanities Center and be invited to weekday lunches with the Humanities Center fellows. They will also participate in a research group at one of the FSI centers. They will receive a stipend of $2,000 per week for the duration of their visit plus a housing and cost of living allowance of up to $3,000. The Humanities Center and FSI will cover travel expenses (economy class) for one round trip from their place of origin.

Stanford departments, programs, research centers, and institutes are each eligible to nominate one candidate for consideration for a residency in 2013-2014.

Details on the nomination process are below. Nominating units are asked to commit to hosting at least one activity with the candidate, should the nomination be successful. Examples of such activities include: student workshops, faculty discussion sessions, departmental lectures, participation in departmental colloquia, etc. Note that these visitors may not offer courses for credit.

Selections will be made by a committee convened by the Humanities Center and FSI. Especially appropriate are candidates who are finishing a project and are in a position to share the results with colleagues on campus.

Eligibility and Nomination Process

Stanford University departments, programs, and research centers are each eligible to nominate one candidate through their chair or director. Preference will be given to departments, programs, and research centers that have not recently hosted an FSI/Humanities Center visitor.

Nominations should include:


  • Brief rationale for nomination, including a précis of the candidate’s profile and an explanation of how the candidate would fit with the respective missions of the Humanities Center and FSI and engage collegially with the intellectual communities of the institutes (approx. 500 words: see http://shc.stanford.edu and http://fsi.stanford.edu for more information about the two institutes). 
  • A commitment from the nominating unit to host at least one activity with the candidate if she or he is selected, along with a brief proposal for a possible activity (one to two sentences). 
  • Indication from one of FSI’s research centers or programs that the candidate would be of interest to their community. (For the list of FSI’s research centers, and programs, see http://fsi.stanford.edu/centers/). 
  • Candidate’s CV. Candidates will normally be scholars affiliated with a non- U.S. university or research institution. Candidates must be non-U.S. nationals working abroad. Candidates are expected to be able to function in an English-speaking academic context, although at the department’s discretion, their departmental activity may be conducted in another language.


Deadline:
Nominations must be submitted by November 12, 2012 to Patricia Blessing at: pblessin@stanford.edu

Questions: Please direct all questions to Patricia Blessing, Executive Officer for International Visitors Program, Stanford Humanities Center.

Friday, June 22, 2012

Humanities Center Funds 16 Workshops for 2012-13

The Humanities Center is pleased to announce that it will fund 16 Theodore and Frances Geballe Workshop Research Workshops for 2012-13. Of the 16 workshops, 8 are new for this year.

The workshops cover a broad range of topics, including Equality of Educational Opportunity, Cognition & Language, and Visualizing Complexity and Uncertainty, which focuses on the digital humanities. Chosen by an interdisciplinary Stanford faculty committee, the workshops aim to bring together faculty members and graduate students in cross-disciplinary dialogue. Many workshop meetings are open to the public and will be posted on the calendar as soon as information is available.

Cities Unbound
The 21st century is undoubtedly the urban century, when the majority of human beings will, for the first time in history, live and work within cities. This workshop looks at the challenge that non-Western urban areas pose to our understanding of institutional, economic and cultural dynamics in cities. It seeks to redefine contemporary humanistic theory by examining these new urban landscapes.

Cognition & Language
Language plays a central role in the coordinated activity that forms our culture and is crucial to much of the abstract thought necessary in science and the arts. But how does language work? How does it interact with the other cognitive processes that shape the human experience? This workshop provides a platform for diverse approaches to the study of the same central question among linguists, philosophers, psychologists, anthropologists, and computer scientists.

Equality of Educational Opportunity
Over 90% of Americans believe that equality of opportunity is absolutely essential as an American ideal. But while this ideal is widely adhered to, its very meaning is deeply contested. The core goal of this workshop is to refine our understanding of the relationship between ideals of equality—especially equality of opportunity—and the public provision of education.

Ethics and Politics, Ancient and Modern
Marta Sutton Weeks Research Workshop
Scholars involved in the study of ancient ethical and political philosophy come together with those working on contemporary political theory in this workshop. Using both empirical political science and historical methods, the group considers, among other topics, the relationship between arguments about justice and systems of law, as well as authority, legitimacy, and obedience in the development of government.

Ethnic Minorities, Religious Communities, Rights, and Democracy in the Modern Middle East and Central Asia
Linda Randall Meier Research Workshop
The conceptual focal point of this workshop is the minoritization of religious and ethnic communities and the uneven trajectory of their rights in both more and less democratic states of the 20th- and 21st-century Middle East and Central Asia. The group encourages comparative and transnational research among the different cultural and political zones of the region, as well between the region and its close neighbors with important structural similarities, like the Mughal Empire, British India, and modern south Asia.

French Culture
The French Culture workshop brings together participants from a wide range of disciplines to examine questions relevant to French culture and society from the modern period (1650 to the present). Topics of discussion include political and intellectual history, imperialism and colonialism, nationalism and national identity, immigration and minorities, gender, and francophonie.

Graphic Narrative Project
Humanities Center Fellows Research Workshop
From centuries-old Japanese woodblock prints and political cartoons to manga, superhero serials, comics journalism and webcomics—pictures and words have been brought together by visionary artists who saw the potential to tell stories of human civilization in ways not possible via text or image alone. The Graphic Narrative Project looks at the many manifestations of this medium.

Interdisciplinary Approaches to Consciousness
The subjective characters of our sensations—colors, tastes, pain—are immediately apparent to us. However, explaining consciousness has proved to be exquisitely difficult for both neuroscientists and philosophers. This workshop will tackle the nature of conscious experience in three case studies: the problem of qualia, consciousness and literature, and zombies in philosophy, literature, film and/or science.

Interdisciplinary Working Group in Critical Theory
The Interdisciplinary Working Group in Critical Theory will draw together faculty and graduate students from across the humanities and qualitative social sciences to address current theoretical debates by reading and discussing texts that both define and disrupt disciplinary thinking. Each quarter will have a thematic focus: network theory in autumn, visual literacy in winter, humanist empiricisms in spring.

Language, Information, and Techné
This workshop explores the diverse technological and technical conditions of mediation that bring language into being. How can we bring language back in to information technology? How do different devices and modes of inscription bring out different social forms? The goal is to build new vocabularies to reclaim language’s originary materiality and technicity, as well as its cultural and historical specificity.

Recombinations: Art, Medicine, Bioscience
This workshop brings together faculty and students interested in exploring the interstices of the arts, medicine, humanities, and bioscience. Participants come from a diversity of fields, including medical anthropology, classics, English, music, drama, philosophy, and psychology to develop connections, courses, and further programs in an interdisciplinary mode. The Stanford Arts Initiative is a co-sponsor.

Representing Time in Historiography, Ancient and Modern
This workshop will explore ancient Greek and Roman conceptions of time and the ways that these informed early modern and Enlightenment historiography and chronography. The focus will be the rhetoric (both verbal and nonverbal) by which historians engaged time in writing and visual art, simultaneously representing it and allowing it to be understood in distinct ways.

Science and Technology in the Postcolonial World
In studies ranging from micro-level laboratory ethnographies to analyses of the shifting geopolitics of science, from histories of science in early modern colonialism to theoretical approaches to technology today, this workshop will be a venue for scholars to discuss broad comparative questions that seek to understand the history and culture of science in terms of global power relationships.

Spatial Legacies: Urbanism, Movement, and Identity
Blokker Research Workshop
By focusing on a variety of geographic and historical dimensions, the workshop introduces archaeology and its unique perspective on materiality, landscape, and environment into wider discussion. Topics are global and range from the origins of cities in ancient China to the material culture of colonial exchange to the politics of revitalizing Los Angeles’ historic center.

Theoretical Perspectives of the Middle Ages
Gathering scholars from different disciplines and area studies, this workshop looks at various representations and theories of the global medieval past, and seeks to define their current relevance. In its discussions of such topics as crusade literature, phenomenology and the digitalization of archives, or revisiting the Annales School's interdisciplinarism, the group advances new research methods that, rather than preserve old paradigms of disciplines, envision novel ways of doing medieval studies from a practical and theoretical perspective.

Visualizing Complexity and Uncertainty: Exploring Humanistic Approaches to Graphic Representation
This workshop brings together humanists engaged in visualization projects with experts from the fields of geography, cartography, communication design, the visual arts, and computer science to look at visual techniques as scholarly method. Using specific projects as case studies, the workshop will look for ways to convey the complexity and nuance of humanistic modes of inquiry.

Wednesday, May 23, 2012

Dissertation Writing Group to Continue in 2012-13

The Stanford Humanities Center will sponsor a Dissertation Writing Group in 2012-13.

This program fosters intensive and supportive exchange across humanistic fields for those in the final stages of dissertation writing. Graduate students from a variety of humanities departments present and discuss their work in a multidisciplinary context. Students whose projects cut across a number of fields may find this forum especially helpful to their scholarship.

Eligibility
Stanford graduate students from humanities departments who have advanced to the chapter-writing phase of the dissertation.

Commitment
Meetings will be held at the Humanities Center from 4 to 6 pm on Thursdays every other week. Eligible students may sign up to participate during one of three quarters (autumn, winter, or spring) and must agree to attend all meetings held during that quarter (5 meetings total). Participation will be limited to a maximum of 10 students per quarter.

Format
Up to two participants will pre-circulate a chapter or portion of a chapter (no more than 35 pages) by Friday of the week preceding each meeting. The group will read these chapters in advance. Each chapter will receive approximately 45 minutes of structured feedback and constructive critique. A short portion of each meeting will be devoted to general concerns of the group.

Guests
Participants may invite advisors, committee members, and other interested parties to read pre-circulated chapters and attend the meeting at which they present.

Facilitation
The Associate Director of the Humanities Center will run the workshop.

Sign up now!

Monday, May 21, 2012

Fellows Spotlight: Johanna Yunker

by Brianne Felsher

Johanna Yunker
Art cannot be separated from the history and culture that surround and influence it. Johanna Yunker is proving this point in “Socialism and Feminism in East German Opera,” the dissertation she is writing as a graduate student of musicology at Stanford University and a Geballe Dissertation Fellow at the Stanford Humanities Center. Her work looks at the careers and works of two East German artists: Ruth Zechlin, composer and musician, and Ruth Berghaus, opera director and choreographer. How were these women’s lives and artistic products influenced by the socialist state? By the avant-garde art community? By East Germany’s particular type of feminism? These are the questions that Johanna Yunker explores in her work.

The answers are complicated: “Women in East Germany had a very unusual position [because of socialism],” Yunker explains. They had a “literary feminism… It was not about protesting or changing laws.” She shows how the two artists approached womanhood, feminism, and gender roles in different ways. Director Ruth Berghaus’ 1982 production of Les Troyens, for example, featured a strong female lead as well as a program that included exerpts from the novel Cassandra by Christa Wolf, one of East Germany’s most influential female writers. In contrast, Ruth Zechlin wanted people to think of her simply as a composer, not, as many people did, always a “female composer.” Zechlin said of her music, “To me it is entirely unimportant if a work was composed by a woman or a man. It just counts if the music is good or bad.”

Yunker spent a year in Berlin learning German, listening to opera and sifting through musical scores, newspaper reviews, photographs, and decaying VHS recordings of productions from the 1980s. Although both Zechlin and Berghaus have passed away, Yunker was able to gain unprecedented access to both womens’ personal archives through contact with their families. She has been able to digitize much in these archives to preserve them for future generations.

After she receives her doctorate, Yunker expects to teach music, and hopes to “continue [researching the] large cultural picture.” We shall be watching as she integrates feminism, culture, and art of the twenty-first century into her own professional and personal life.

Friday, May 18, 2012

FSI-Humanities Center International Visitor Spotlight: Patrick Wolfe

By Camryn Douglass

Patrick Wolfe is a professor of history at La Trobe University in Melbourne, Australia and an FSI-Humanities Center International Visitor for 2011-12 in May. We spoke with him a bit about his time at Stanford last week:

What are you working on while at Stanford University?

Patrick Wolfe
What I’m trying to do while I’m here is finish off a large book that tries to put fairly well understood histories of the American West in comparative perspective. I’m organizing established, known material into an understanding that puts settler-colonialism as the primary factor involved in the history of the United States West in the post-Gilded Age era. It operates with a wide time frame, and it’s already taking me much too long to write because I keep adding bits! That’s the problem with comparative work. It just gets more and more tempting to say, “Hey, let’s see if this works somewhere else as well, or doesn’t.” In which case, the difference can be interesting. I’m hoping to leave Stanford with a raw first draft of the whole thing.

Please tell us a bit about how your project started.

My study of aboriginal history and aboriginal issues led me to wider questions of colonial and racial matters. I encountered a lot of U.S. students asking questions about aboriginal issues in relation to civil rights, or in relation to Native American issues. Since then I’ve been thinking more and more comparatively, or perhaps thinking comparatively about more and more places. My work is centered on indigenous histories in Australia and the United States, but for comparative purposes I stray outside those realms to issues regarding African Americans, Afro-Brazilians, and Palestinians.

What is settler-colonialism?

Settler-colonialism is a form of colonialism that is exclusive. It’s a “winner take all,” a zero-sum game, whereby outsiders come to a country, and seek to take it away from the people who already live there, remove them, replace them, and displace them, and take over the country, and make it their own. As such it’s different from the forms of colonialism which we saw in, say, British India, or the Dutch East Indies, or somewhere like that, where foreigners went, and sat on top of Native society, and put it to work for them. In settler colonies foreigners come to eliminate the Natives, to get rid of them. Not necessarily bodily, not necessarily physically. Classically, there are assimilation policies which, rather than physically exterminating Native people, seek to transform them into white people.

In the U.S., reservations are a classic mode of eliminating Natives. They don’t get rid of them, but they box them up in a fixed locale, and that has the effect of rendering the rest of their territory available for settler use for the railroads, for ranches, for plantations, for mining, whatever, it may be for forestry. Another such technique would be the allotment policy that was brought in on a general scale towards the end of the 19th century, which sought to break down reservations into private lots owned by individual families who could, of course, then sell them off to white people. So, again, it’s not the straightforward physical violence of the frontier, but it has the effect of eliminating the Native people.

Patrick Wolfe will give a lecture on settler-colonialism on Thursday, May 24 from 3-5 pm in the Stanford Humanities Center Board Room. All members of the Stanford Community are welcome.

Monday, May 7, 2012

Everyday Comedy

By Camryn Douglass

Scene: After a swim at the beach, a man attempts to dry himself off while standing in front of a light post. He flings the towel around his back, inadvertently wrapping the towel around the post behind him. He pulls the towel back and forth (around the post, not his back) and is confused about why he cannot get dry. The man is frustrated and he goes home dripping wet. The audience shrieks with laughter.

Malcolm Turvey
This scene from Jacques Tati’s Monsieur Hulots’ Holiday may not be as grand as a house collapsing around Buster Keaton, but it elicits the same joy from the audience. Why? Because Tati has shown the audience a character they can all relate to. He is someone they could know, and the basic misunderstanding represented is a common experience. It is this mastery of the comic ordinary that first attracted the interest of External Faculty Fellow Malcolm Turvey who is examining Tati's unique comedic style for his upcoming book Play Time: Jacques Tati and Comic Modernism.

“Tati is interesting for a number of reasons,” Turvey remarks. “His first three films (The Big Day, Monsieur Hulot’s Holiday, and My Uncle) were very, very popular with ordinary people. When they were released they did well in the theaters, and they’ve since gone on to have a long afterlife. On the other hand, he also cultivated a very challenging–some even say avant-garde–style of filmmaking. So he brings together this highly idiosyncratic, difficult, challenging visual and oral style, and combines it with the more popular genre of comedy. He exemplifies a trend in avant-garde art of the twentieth century, which is to draw on comedy.”

Hidden Comedy

Some are quick to relegate comedy to the category of mere distraction, but Turvey sees much more in Tati’s art. “One of the unusual things about his films is you always notice something new when you rewatch them,” Turvey says. “He deliberately hides a lot of the gags and comedy in his movies. He exemplifies this kind of larger commingling of avant-garde, advanced art, and popular comedy.”

After speaking with Turvey, it is very clear that Tati’s art of comedy is special. It is not simply gag after gag watching someone with incredible abilities entertain. Tati is trying to do something with his work. “If you watch a Charlie Chaplin film, Chaplin comes off as a very extraordinary person. He’s different from everyone else.” Turvey explains. “Tati wanted his major comic character, Monsieur Hulot, to be totally ordinary.” And herein lies the element of Tati’s filmmaking that makes him so unique among his peers: Tati did not shoot to be an outlier. As Turvey points out, Tati wanted to portray characters that you felt you knew–your friend, your uncle, your teacher. Rather than elevate comedy as a spectacle, Tati sought to make comedy accessible to everyone. He wished to “suggest that comedy is not something that only experts can do, but rather it’s something that anyone and everyone can be involved in.” He wanted to “democratize comedy, and take it out of the hands of specialists.”

Comic Modernity

Tati took special care to bring comedy to the masses. He took the emphasis off of himself, and invited a kind of participatory spectatorship. Other comedic directors tended to frame something funny in a close up, so the viewer is fed the joke. Tati, however, tended to avoid close ups and preferred that the viewer seek out the joke. He created an active experience where the viewer is largely dependent upon his or her own participation in order to get the fullest experience of the movie. If the viewer was not actively looking all throughout the scene, she would miss the joke altogether.

Why did Tati work so hard to layer his comedy and get the viewer involved? Tati wanted to “transform life in some way,” Turvey explains. “He hoped, I think, that once he’d shown you while watching a film how funny ordinary things can be, you would then go out into the world, and notice ordinary things as funny.” Tati hoped to teach the viewer to look for humor in everyday life. Perhaps this is one reason his films are so appealing. They teach us to look for humor, rather than wait for it.

Turvey also has another suggestion. Much of Tati’s comedy surrounds the failures of his character, Monsieur Hulot, has at fitting in to modern society. “The modern world is difficult for many people to live in,” Turvey explains. Tati’s films strive to show comedy in everyday life. They relate to a common struggle most people face. By showing us in films how to look for the funny parts of modern life, people can better cope with the struggles of living in a modern world.

See if you can find the hidden comedy in this clip. Hint: it has to do with a sock.

Monday, April 30, 2012

International Q&A with SiCa-Humanities Center 2011 Arts Writer/Practitioner M.K Raina

By Marie-Pierre Ulloa

Why and how did you become a theatre artist?

M.K. Raina
It all started long back, when I was a school kid of seven years. Our school principal, Mr. Deena Nath Nadeem, a legendary poet of the Kashmiri language, wrote a verse play for the children of the school. The play was about birds, animals, humans, and their inter-relationships. It was a futuristic thing dealing with the co-existence between these two worlds–that is the human and the non-human world, nature. It had lovely songs set to folk melodies that we, as children, sang. Later these became big hit songs over the radio. I had a major role to play, that of an orphan child driven away by evil uncles along with my little sister into a forest full of trees, birds and animals–a microcosm of nature, where these children are taken care of by the inhabitants of this forest.

It is from this experience that I started my journey as a child actor in all sorts of plays, where a child was needed. All these plays were in my mother tongue, Kashmiri.

Now, looking back, I think I perhaps had a hidden desire to perform and organise group activities. In my early years, we had formed a performance group in our locality and we would often create some kind of improvised performances and show it to our friends and some times to our elders. Most of the times, I remember I used to lead such endeavours and my fellow child artists had to follow my instructions. Many a times there would be arguments and showdowns, and the elders would have to intervene. Perhaps this was a part of our very tight-knit community living and also part of our Hindu-Muslim interconnectivity.

During all these growing-up years, I had the privilege of being encouraged by my parents and my grandmother. They never objected to my activities or interfered in any way from my childhood to my college days. My state of Jammu and Kashmir offered me a three-year scholarship to join the National School of Drama, New Delhi, where I got trained as a theatre professional. Along with my theatre activity, I studied biology chemistry up to university level. At one point I had a choice either to become a doctor like my father or become a biochemist, but I followed my heart. This decision surprised my entire clan except my parents, since no one in my family had ever ventured into the world of arts. My parents’ simple encouragement and faith in me has been my inspiration all these years. I have stayed a free-lance theatre person all these forty years working not only in India but also in South Asia both in theatre and films.

What are the three or four seminal plays in a theatre director’s dream repertory, and in yours in particular?

One cannot speak for other directors, since each director works in his own world and under his particular national culture specifics and social conditions. For me, I always had this desire to deal with classics from Sanskrit plays like KALI DASA’S Shakuntla, or Bhasis – urubhangam. Among contemporary plays I love plays that deal with the predicament of a human condition in the present social-political environment. I love themes and concepts developed by me in collaboration with traditional and professional performers, a kind of lab work, which later develops into a major theatre production. The themes one has dealt with in the area of my work are the concepts of displacement of people involving different cultures, beliefs, histories, violence and memory.

Who are your models and mentors, if any?

This is a difficult question, for a person who lost his home, his town, and who has witnessed violence and has escaped death many times, in cross fires. All models and mentors vanished during the many trials one has undergone. It is a sad and lonely state to be in. Hence I always look inwards into myself for inspiration and courage. I have always said that I am like a stream of water flowing down the hill, making its own path around any obstacles and moving on, and one day this stream will naturally dry up and become invisible.

I have no Gurus. I learned from many teachers and some of them have been the poorest of the poor with great wisdom.

Which are the most critical skills in order to become a good theatre director?

The most important skill is experiencing life in all its colours and shades. One can study in the best universities and learn skills from great teachers and masters. But if one does not learn and absorbs the essence of compassion and subsume it into one’s soul, all knowledge and skills will remain a bag of tricks and empty shells. Mahatama Gandhi once said, “If you are in a dilemma about a decision that you have to take, and you do not know what to do, at that moment recall the face of a poorest and most impoverished human being in front of you and think, can this particular action of yours change his life and empower him. Then you will be able to make the right decision.”

Thursday, April 19, 2012

Humanities Center Names 2012-13 Fellows

The Stanford Humanities Center has named 28 fellows for the 2012-13 academic year. Chosen from a pool of over 400 applicants, the 2012-13 cohort comprises scholars from other institutions, as well as Stanford faculty and advanced Stanford graduate students. Fellows will pursue individual research and writing for the full academic year while contributing to the Stanford community through their participation in workshops, lectures, and courses.

Mark Antliff, Marta Sutton Weeks Fellow
Department of Art, Art History and Visual Studies, Duke University
Sculpture Against the State: Direct Carving, Gaudier-Brzeska and the Cultural Politics of Anarchism

Marcelo Aranda, Geballe Dissertation Prize Fellow
Department of History, Stanford University
Between Discovery and Enlightenment: Spanish Scientific Culture through Decline, War and Reform, 1670-1735

Oksana Bulgakowa, Marta Sutton Weeks Fellow
Institute of Film, Theater and Cultural Studies, Gutenberg University, Mainz
Voice and the Traces of Time: The Russian Archive of Vocal Memory

James Campbell, Donald Andrews Whittier Fellow
Department of History, Stanford University
Freedom Now: History, Memory, and the Mississippi Freedom Movement

Adrian Daub, Internal Faculty Fellow
Department of German Studies, Stanford University
Dynasties: The Nuclear Family and its Discontents in Nineteenth and Twentieth Century Germany

Graciela De Pierris, Violet Andrews Whittier Fellow
Department of Philosophy, Stanford University
Hume, Kant, and the Metaphysical Tradition

Siyen Fei, External Faculty Fellow
Department of History, University of Pennsylvania
Sexuality and Empire: Female Chastity and Frontier Societies in Ming China (1368-1644)

Corisande Fenwick, Geballe Dissertation Prize Fellow
Department of Anthropology, Stanford University
Fashioning State and Subject in Late Antique and early Medieval North Africa (500-800)

Marisa Galvez, Internal Faculty Fellow
Department of French and Italian, Stanford University
Training for Holy War: The Poetics of Crusade Writing

Bruce Hall, External Faculty Fellow
Department of History, Duke University
Bonds of Trade: Slavery and Commerce in the 19th-century Circum-Saharan World

Héctor Hoyos, Internal Faculty Fellow
Department of Iberian and Latin American Cultures, Stanford University
The Commodity as Prism: A Hundred Years of Latin American Things

James Kierstead, Geballe Dissertation Prize Fellow
Department of Classics, Stanford University
An Association of Associations: Social Capital and Group Dynamics in Democratic Athens

Matthew Kohrman, Donald Andrew Whittier Fellow
Department of Anthropology, Stanford University
Making Life and Death in China’s Urban Cigarette Market

Barbara Kowalzig, External Faculty Fellow
Department of Classics, New York University
Gods Around the Pond: Religion, Society and the Sea in the Early Mediterranean Economy

Aida Mbowa, Geballe Dissertation Prize Fellow
Department of Drama, Stanford University
Dialogic Constructions of a New Black Aesthetic: East Africa and African America, 1952-1979

Robert Morrison, External Faculty Fellow
Department of Religion, Bowdoin College
Jewish Scholars in Renaissance Italy

Sara Mrsny, Geballe Dissertation Prize Fellow
Department of Philosophy, Stanford University
Justice, Labor, and the Family: Why We Should Accommodate Caregivers in Workplaces

Harriet Murav, Marta Sutton Weeks Fellow
Department of Slavic Languages and Literatures, University of Illinois at Urbana-Champaign
Marking Time: The Writing of David Bergelson

Nicoletta Orlandi, External Faculty Fellow
Department of Philosophy, Rice University
Seeing in Practice: Putting Vision in its Place

Padma Rangarajan, External Faculty Fellow
Department of English, University of Colorado, Boulder
Thug Life: The British Empire and the Birth of Terrorism

Byron Sartain, Geballe Dissertation Prize Fellow
Department of Music, Stanford University
François Couperin’s Pièces de clavecin and the Musical Communities of Paris and Versailles

Laura Stokes, Internal Faculty Fellow
Department of History, Stanford University
The Murder of Uly Mörnach: Greed, Honor, and Violence in the Basel Butchers' Guild, 1502

Jennifer Tamas, Geballe Dissertation Prize Fellow
Department of French and Italian, Stanford University
Paradoxical Powers of Declarations in Old Regime and Revolutionary France

Sean Teuton, External Faculty Fellow
Department of English, University of Wisconsin-Madison
Cities of Refuge: Indigenous Cosmopolitan Writers and the International Imaginary

Jennifer Trimble, Ellen Andrews Wright Fellow
Department of Classics, Stanford University
Visual Literacies in Roman Art

Chloe Veltman, Arts Writer/Practitioner Fellow
Writer and Broadcaster
The Communal Voice: Exploring the Metaphorical Significance of Portrayals of Ensemble Singing in Art and Literature

Richard Vinograd, Ellen Andrews Wright Fellow
Department of Art and Art History, Stanford University
Chinese Painting in Theory

Peter Woodford, Geballe Dissertation Prize Fellow
Department of Religious Studies, Stanford University
Religion, Science, and Value: The Philosophy of Life and its Critics

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The Center's fellowships are made possible by gifts and grants from the following individuals, foundations and Stanford offices: The Esther Hayfer Bloom Estate, Theodore H. and Frances K. Geballe, Mimi and Peter Haas, Marta Sutton Weeks, the Mericos Foundation, the National Endowment for the Humanities, and the offices of the Dean of Research and the Dean of Humanities and Sciences.

Friday, April 13, 2012

International Scholars in Residence at the Humanities Center 2012-13

By Marie-Pierre Ulloa

The Stanford Humanities Center and the Freeman Spogli Institute for International Studies (FSI) are pleased to announce that four international scholars have been chosen to come to Stanford in 2012-13 as part of a jointly sponsored international program entering its fourth year. Nominated by Stanford departments and research centers, the international scholars will be on campus for four-week residencies. They will have offices at the Humanities Center and will be affiliated with their nominating unit, the Humanities Center, and FSI.

A major purpose of the residencies is to bring high-profile international scholars into the intellectual life of the university, targeting scholars whose research and writing engage with the missions of both the Humanities Center and FSI.

The following scholars have been selected for the upcoming academic year:

Maha Abdel-Rahman (April 2013) is a Lecturer in Development Studies at the University of Cambridge, and an Egyptian academic and activist. She holds a PhD from the Dutch Institute of Social Studies. While at Stanford, she will research the relationship between social movements and civil society in Egypt, and will give seminars based on her book project, On Protest Movements and Uprisings: Egypt’s Permanent Revolution. She was nominated by the Abbasi Program in Islamic Studies.

Mohamed Adhikari (May 2013) is an Associate Professor in the Historical Studies Department at the University of Cape Town, South Africa. He will explore the relationship between European settler colonialism and genocide in hunter-gatherer societies, and will bring to campus a comparative perspective on genocide, race, identity and language. His latest publication, The Anatomy of a South African Genocide: The Extermination of the Cape San Peoples (2010) was the first to deal with the topic of genocide in the South African context. He will also present from his edited book, Invariably Genocide?: When Hunter-gatherers and Commercial Stock Farmers Clash, due for publication in 2013. He was nominated by the Center for African Studies.

Nuray Mert (October 2012) is an Associate Professor of Political Science and International Relations at Istanbul University. She is a political observer and contributor to Turkey’s major newspapers (Milliyet and Hûrriyet Daily News), one of the few contemporary Turkish public intellectuals with an academic background and a journalist’s investigative mind. An outspoken critic on sensitive issues in the Turkish context such as rights of minorities (the Kurdish Question), freedom of religion and of press, she will lecture on the geopolitical implications of the Arab Spring for Turkey and the Middle East, and on Turkey’s accession to the European Union in light of the financial crisis of the Euro-zone. She was nominated by the Mediterranean Studies Forum.

Te Maire Tau (February 2013) is an Associate Professor of History at the University of Canterbury in New Zealand. His work explores the role of myth in Maori culture, the resolution of boundaries between the Maori and the New Zealand government, and where tribal/indigenous knowledge systems fit within the wider philosophy of knowledge. During his residency, he will examine how Pacific peoples adapted western knowledge systems, not just with regard to western technology but in more theoretical areas such as the pre-Socratic philosophers and the 19th century scientists. He will also focus on the migration of traditions from the Tahitian-Marquesas Island group to the outer lying island of Polynesia (New Zealand, Hawaii). He was nominated by the Woods Institute for the Environment.

In addition to the jointly-sponsored program with FSI, the Humanities Center will also bring international visitors from France and India as part of the international programs at the Humanities Center.

Denis Lacorne (January 2013) is a prominent French public intellectual and Professor of Political Science at CERI (Centre d’Etudes et de Recherches Internationales) Sciences Po in Paris. Lacorne will give presentations on French and American notions of religious toleration, deriving from his latest book on US and French secularism which demonstrates that, despite some striking similarities between US secularism and French laïcité, the secularization of French society has followed a different path from that of American society. He was nominated by the French Culture Workshop and the History Department.

Himanshu Prabha Ray (May 2013) is an historian of Ancient India at Jawaharlal Nehru University in New Delhi, where she works in the fields of ancient India and maritime archaeology. During her residency, she will discuss and finalize her current book project, Return of the Buddha: Ancient Symbols for Modern India, as well as her research on the creation of a public discourse around Buddhism in the colonial and post-colonial period in India. The Buddha, in her account, is not statically located in history, but rather contested within settings of colonialism, post-colonialism and nation-building. She was nominated by the Classics Department, with the support of the Department of Religious Studies, the Center for South Asia, the Ho Center for Buddhist Studies, and the Archaeology Center.

While at Stanford, the scholars will offer informal seminars and public lectures and will also be available for consultations with interested faculty and students. For additional information, please contact Marie-Pierre Ulloa.

Wednesday, March 21, 2012

Globalization and History Education

By Chris Williams

By now, everyone knows that we live in a globalized world. Case in point: a high school classroom in San Jose, California could contain students from Mexico, Argentina, South Korea, France, Brazil, Canada, and South Africa, to name a few, not to mention those born in the United States. Yet in that San Jose classroom, in classrooms across the country and around the world, history is often presented in a very narrow way, usually focusing only on history as it affects a given nation. Global history, in a truly interconnected format, is almost always left out of the curriculum entirely.

Mario Carretero, FSI-Humanities Center International Visitor and Bliss Carnochan Visitor for 2012 at the Stanford Humanities Center, and Sam Wineburg, Director of the Stanford History Education Group, are involved in an ongoing research project on this issue. During Carretero’s residency this winter, they traded ideas about how history education should be changed to reflect our globalized world and new media.



“We have an important challenge to face right now,” Carretero remarked. “Both [national and global] views have weaknesses and strengths. The simple way would be to just modify history education to become more globalized and cosmopolitan. But it’s not so easy. It’s important to consider that national history plays a very important role in identity construction.” In other words, students need to understand their nation’s history to form a concept of themselves as citizens of that nation. On the other hand, students also need to understand how their nation fits in the context of the larger world.

“The educational and psychological question,” Wineburg agreed, “is how do we sufficiently de-center youth, so they can embrace a much more synoptic view of history, while at the same time recognizing that the raison d’être for having history education in the curriculum is to create citizens who share a national story.”

Wineburg continued, “As we see the movement toward global history, we see an interesting irony that many nation-states tell themselves they are engaging in international histories and global histories, while what they are really doing is refracting global historical topics through the prism of a national lens.”

Striking a balance between national and global history will be difficult, particularly when one considers the large immigrant populations in many countries. Trying to create citizens who share a common story, when most of those citizens in fact have completely different stories, almost seems an oxymoron. The result, Carretero concluded, “is that most of the immigrants then have a hard time assimilating into their new culture.” This makes sense. Immigrants, holding with their identities, will find it difficult or even impossible to relate to the wholly different identities taught in school textbooks.

Speaking about how history education can be changed to reflect the new globalized world, Carretero argued, “We need to think about not only which topics we include in our curriculum, but what kind of questions the students should ask and answer.” Students need to think not just about their identity as a citizen of their nation, but also about their identity as a citizen of the world.

For example, many high school students in the United States currently learn about the Vietnam War. They learn primarily from an American vantage point, how the war was received “at home.” Let us imagine the effect this must have on Vietnamese-American students, many of whom are in the United States because of this very war! These are the realities of a global classroom: a place in which national identities and histories are constantly in formation.

If new global history methods work, students will begin to see that any one part of the past does not happen in isolation, but rather in an interconnected and complex web across countries and cultures. Then we will develop not only national identity, but truly global citizens.



Tuesday, March 20, 2012

International Q&A with FSI-Humanities Center 2011 Visitor Monica Quijada

By Marie-Pierre Ulloa

Why did you become a historian?
Monica Quijada

Since I was very young I have been interested in History as a means to understand society and as a place from which to participate actively in society’s concerns.

What is the focus of your current research?

I generally work on more than one topic, which I find interrelated. At this time I am working on interethnic relations (particularly the interaction of Indians and citizenship in 19th Century Latin America), popular sovereignty in the Spanish world along the centuries, and the management of diversity in Anthropological Museums.

What are the three or four seminal books in a historian's library?

History is a very wide subject both in regards to time and space. There are many books that may be considered as seminal for me. However, to name a few: Lucien Febvre, Le problème de l’incroyance au 16eme siècle; Eric Hobsbawm: The Invention of Tradition; José Antonio Maravall: Las comunidades de Castilla; Ernest Gellner: Nations and Nationalism.

Who are your models and mentors, if any?

I have not really had models and mentors. However, should I have to inscribe myself in the track of great Historians I would name José María Maravall and François-Xavier Guerra.

Which are the most critical skills in order to become a good historian?

Curiosity, willingness to learn, social sensibility, capacity to stand in your neighbor’s shoes.

What is the mission of the Humanities and how do the Humanities and Social Sciences complement each other?

Humanities are the basic understanding of humankind and society. Most importantly, Humanities provide the means for a kind of knowledge and understanding based on criticism or, as Descartes would say, “methodical doubt”. That is also why Humanities are often seen as a suspicious discipline and as a dangerous tool in the hands of society.

The Social Sciences are a kind of Humanities that have developed a more formalized language and have a more obvious applicability. In my opinion History is clearly a Social Science, same as Anthropology and Sociology.

International Q&A with FSI-Humanities Center 2012 Visitor Catherine Gousseff

Catherine Gousseff
By Marie-Pierre Ulloa

Why did you become a historian?

Maybe by chance since I wanted to be a philosopher. I think that my origins played a huge role in my choice. My grandparents came from Russia as refugees after the Revolution and I dedicated my work as historian to the history of refugees and displaced persons in the 20th century, having started with a PhD on the Russian Exile.

What is the focus of your current research?

I am working on the history of population exchange between Ukraine and Poland in order to adjust the new politic borders with the ethnographic ones (1944-1947)

What are the three or four seminal books in a historian's library?

Eugen Weber, Peasants into Frenchmen; the modernization of rural France, 1880-1914 
 Marc Bloch, The Medieval Society 
George Ostrogorsky, History of Byzantine State

Who are your models and mentors, if any?

I’m thinking of Daniel Mendelsohn (author of The Lost), not as a mentor, but in a way as a model in dealing with history and memory, with familial story and political history of the 20th century.

Which are the most critical skills in order to become a good historian?

Endless intellectual curiosity, imagination, and less ideological conviction than critical view of the present time.

What is the mission of the Humanities and how do the Humanities and Social Sciences complement each other?

It is a huge question, but I would summarize my answer to one point. My conviction is that the humanities concentrate the knowledge of human expression, of human inventions, and human traces. As such, they act as critical mass in society and give to it the capacity to continue the human story.

Thursday, March 15, 2012

International Q&A with FSI-Humanities Center Visitor Adams Bodomo

by Marie-Pierre Ulloa


Why did you become a linguist?

I studied linguistics and became a linguist for two reasons. First, I wanted to be a top diplomat for my country, Ghana, which would involve being posted around the world to represent my country. I figured that if I studied linguistics and foreign languages at the University of Ghana that would increase my chances, so I read Linguistics, French, and Swahili. Second, I wanted to help document and preserve my mother-tongue, Dagaare, a small language in northern Ghana. I succeeded in writing the first grammar sketch of the language, published here at Stanford University titled The Structure of Dagaare.

Adams Bodomo
What are the three or four seminal books in a linguist's library?

It’s hard to pin down four seminal books as linguistics has many branches. But if the criterion is to select those books that have revolutionized aspects of linguistics I am familiar with, I would select A Course in General Linguistics by Ferdinand Saussure. This book revolutionized structural and descriptive linguistics, and I am a structuralist. Chomsky’s book, Syntactic Structures, revolutionized generative linguistics. Every linguist should have two reference books, one on languages of the world and the other a dictionary of linguistics. I would select David Crystal’s A Dictionary of Linguistics and Phonetics and Garry and Rubino’s Facts about the World’s Languages: Encyclopedia of the World’s Major Languages – Past and Present, which I helped edit.

Who are your models and mentors, if any?

I have no models because my journey is too unique to model after someone. I do have many mentors back home in Ghana, in Norway where I did graduate studies, here in the US where I have worked, and in Hong Kong where I now live and work. I am a lucky man; I am where I am today because of many men and women–great linguists and academics–who mentored me, but I don’t want to mention names as some would be disappointed since I don’t have space to list all of them.

Which are the most critical skills in order to become a good linguist?

One, a critical, enquiring mind, two, attention to detail for discovering the intricacies of human mental processes through the use of linguistic structure, and three, the creativity to grasp the nuances of other people’s languages and cultures.

What is the mission of the Humanities and how do the Humanities and Social Sciences complement each other?

The mission of the Humanities is to discover the inner nature of the human creature, including the intricacies of language, thought, and culture, and how this creature relates to its environment, leading, hopefully, to an appreciation and celebration of its inner beauty. The Social Sciences also study how humans relate to their environment. Humanities and the Social Sciences have intertwined missions but different methods of inquiry, so these groups of scholars can learn from each other about deep, introspective methods of inquiry in the Humanities to empirical, experimental and quantitative methods in the Social Sciences.

Wednesday, March 7, 2012

Humanities Center Holds 19th Annual Celebration of Publications

On March 6, 2012, the Humanities Center hosted the 19th Annual Celebration of Publications in honor of humanists across the university. 62 authors were honored with 78 print, digital, video, and audio publications displayed for all to enjoy.

Click here to view the full list of authors and publications.

Monday, March 5, 2012

Humanities Circle Visits Library Special Collections

By Chris Williams

What do a poster from the 2010 FIFA World Cup in South Africa, a “pirated” edition of the Nuremburg Chronicles from 1496, and a 1591 copy of Metamorphosis have in common? They are all available at the Special Collections at Green Library, and all undergraduates can see and touch them.
An image from the Nuremburg Chronicles.
(Source: Wikipedia; {{PD1923}}) 

In January, Robert Barrick took the Humanities Circle, an undergraduate group sponsored by the Stanford Humanities Center, on a trip to Special Collections to see what the fuss is all about. “We wanted students to know what is available and how to access it,” Barrick says.

To prepare for the visit, Barrick worked extensively with John Mustain, Curator of Rare Books. Barrick says, “While the students could access these items on their own, it was wonderful to have [John Mustain] provide his expertise on a special guided tour.” Mustain actively encourages a hands-on approach to the items in the Collection–touch the pages, smell the vellum–helping students get a full sensory experience of the richness and depth of the history involved.

During their visit, the group got a sampling of items hand-picked by Mustain representing some of his favorite pieces in the Collection: students could examine a leaf of the Gutenberg Bible, a student text with marginalia from the 16th century, and an 18th-century map of Japan. One music major was particularly excited to see an original hand-written composition by Mozart.

All students can access the Special Collections through a request from the library’s website. “The difficulty is that you have to know what you are looking for before you request it,” Barrick says. “That’s why we wanted to visit in person–so students would start thinking about the ways they could use the Collection.”

Books and documents are not the only things available in Special Collections. The group is planning another visit to the Collections on March 12 to see the variety of realia–real life objects–in house. “One of the more surprising things in the collection is a pair of Allen Ginsburg’s sneakers. We’re hoping we can see some artifacts like these and many more rare books and documents when we visit in March,” explains Barrick.

The Humanities Circle is open to all undergraduates, regardless of major. If you are interested in joining the Circle’s trip to the Special Collections in March, or any of the other talks, film screenings, or lunches the group sponsors, email Robert Barrick at rbarrick@stanford.edu.

Friday, February 17, 2012

Undergraduate Communications Assistant Needed

The Stanford Humanities Center is seeking a student communications assistant for winter and spring 2012. The Humanities Center, located behind Tresidder Student Union, sponsors advanced research into the historical, philosophical, and cultural dimensions of human experience. During the academic year, the Center brings together scholars and students for public lectures, collaborative research workshops, and residential research fellowships.

The student assistant will be assigned a variety of communications tasks, including researching content ideas, conducting interviews with fellows and visitors, and writing features and profiles for the web. Other tasks may include covering Center events, videotaping interviews, and editing video transcripts. Prior experience writing for the web or a print publication is essential.

Hours Per Week: 10
Schedule: Flexible (within Monday-Friday, 8AM – 5PM time frame)
Hourly Pay: $13
Required Commitment: winter and spring quarters, 2012

Main Responsibilities:

  • Research content ideas to publicize work of Humanities Center fellows and visitors
  • Conduct written and video interviews with fellows and visiting scholars
  • Write and edit content for the web: short news items, longer features, research sidebars
  • Preparation of other communications materials (photos, flyers, transcripts, video)
  • Other projects as assigned


Qualifications:

  • Excellent writer with experience producing articles for web and/or print
  • Solid research, editing, and organizational skills
  • Experience shooting videos
  • Creative thinker with interest in the humanities and arts
  • Comfortable in an office setting
  • Reliable in attendance and commitment to the job
  • Willingness to help out with other tasks as they arise

To apply, visit Cardinal Careers and search for job #757814.

Thursday, February 2, 2012

Workshop Applications Now Open

The Humanities Center invites proposals for 2012-13 Workshops. The workshops bring together groups of Stanford faculty and advanced graduate students, as well as visiting scholars and those at other local institutions, to present their current research and otherwise explore topics of common intellectual concern. Workshops meet at least 3 times a quarter.

Accepted proposals will be awarded up to $8500 for the academic year.

Apply online now.

Monday, January 23, 2012

International Visitor Spotlight: Anne Simonin

By Marie-Pierre Ulloa

French legal historian Anne Simonin has been called a “champion of finesse” – she has an unconventional way of looking at embarrassing moments in French and European history. When she arrived at the Stanford Humanities Center in Winter 2010, Simonin had just completed a major project about the origins and the propagation of “unworthiness.” She traced the concept through the French Republican tradition from Revolution to the aftermath of the Second World War.

During her stay at the Center, Simonin spent much of her time researching in the archives at Green Library and the Hoover Institute. There, she uncovered the story surrounding a novel published in Algiers in 1943, The Army of Shadows. The existence and content of this book had been overshadowed by its 1969 movie adaptation (which starred Simone Signoret and was directed by legendary filmmaker Jean-Pierre Melville). Until Simonin’s research at Stanford unraveled it, the content of the novel had been lost to history.

“I had not envisaged spending so much time in the Hoover Archives,” Simonin said. “In the fifties and sixties, the Hoover Institute was famous for having gathered unpublished materials from Collaborators. Its Resistance papers are less known; they nevertheless constituted the basic foundation of my current project, dealing with the narrative of the Resistance and the relationships between fiction, history and law through The Army of Shadows”.