Word: teaching
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...Matthew J. Stern ’08-’09, another concentrator, who took Mendelsohn’s junior seminar on the atomic bomb, stressed that while Mendelsohn could teach the “nuts and bolts” of scientific progress, he could also make his students “really understand what it was like to be a scientist” in whatever period he dealt with...
...Mendelsohn, who is in his 70s, will not fade into retirement. He will continue to teach a freshman seminar on the atomic bomb, and he is working on material about cloning as a social and political phenomenon, which may become a book. (His working title? “The Historian and the Clones.”) He will also continue a longtime fascination with the Middle East, embarking on a project this October to study the efficacy of non-governmental efforts to resolve the Israeli-Palestinian conflict...
...happened, was the same week when embassies were being torched and innocent people murdered elsewhere in the world, amidst the engineered rage that followed the publication of cartoons depicting the Prophet Mohammed in Denmark. By most indications, it was a remarkable cultural phenomenon, warranting a great blossoming of teach-ins and town-hall meetings—but the campus remained inauspiciously...
...gave way to legislation, faculty debate, amendments, and a final vote, we became increasingly disillusioned. Now, General Education looks likely to achieve just the opposite of what it initially promised.The problem is not its philosophy, which is generally sound. Unlike the Core Curriculum’s insipid promise to teach “approaches to knowledge,” the new system promises to emphasize the content of classes, integrate different academic worldviews, and, in the report’s words, “connect in an explicit way what students learn at Harvard to life beyond Harvard...
...Faculty has recently affirmed that a Harvard education should “seek to prepare students for civic engagement, to teach students to understand themselves as products of—and participants in—traditions of art, ideas, and values, to prepare students to respond critically and constructively to change, and to develop students’ understanding of the ethical dimensions of what they say and do.” Exploring gender, and challenging gender inequity, complements these goals, and will thus continue to be the focus of our work. Far from having a rigid view of what gender...