A History of Traditional Fields of Learning


Book Description

A History of Traditional Fields of Learning contains a concise history of dissemination of traditional fields of learning in Tibet during the early and later diffusion of Buddhism. It also mentions the translators and scholars who visited Tibet, text translated and monasteries founded by them and further highlights the spread of Buddhism to Mongolia and China and Tibet text translated in their native language. This work by a highly respected contemporary Tibetan scholar Muge Samten (1914-1993) is from the third volume of his collected works and is a very reliable source on the subject. A History of Traditional Fields of Learning is a must for those who wants to study the history of Tibetan literature. Muge Samten was born in 1914 in Muge in southern Amdo. He had his preliminary study at Muge Tashi Kharlo monastery and later joined the great monastery of Labrang Tashikhyil where he mastered sutras, tantras, and all the traditional sciences. At the age of 35 (1947), Muge Samten received the title of Geshe Dorampa. Since then, his fame spread far and wide. After the Chinese occupation of Tibet in 1949, Tibetan religion and culture experienced wanton destruction, the height of which was reached during the Cultural Revolution. Muge Samten felt the vital importance of religion and culture for the survival of the Tibetan people and took upon himself the responsibility of reviving and resorting the Tibetan religion and culture to its former glory. He has authored six volumes and many articles on various subject of Tibetan studies.




Lineages of the Literary


Book Description

Winner, 2024 E. Gene Smith Inner Asia Book Prize, Association for Asian Studies Honorable Mention, 2023 Joseph Levenson Prize Post-1900, Association for Asian Studies In the aftermath of the cataclysmic Maoist period, three Tibetan Buddhist scholars living and working in the People’s Republic of China became intellectual heroes. Renowned as the “Three Polymaths,” Tséten Zhabdrung (1910–1985), Mugé Samten (1914–1993), and Dungkar Lozang Trinlé (1927–1997) earned this symbolic title for their efforts to keep the lamp of the Dharma lit even in the darkest hour of Tibetan history. Lineages of the Literary reveals how the Three Polymaths negotiated the political tides of the twentieth century, shedding new light on Sino-Tibetan relations and Buddhism during this turbulent era. Nicole Willock explores their contributions to reviving Tibetan Buddhism, expanding Tibetan literary arts, and pioneering Tibetan studies as an academic discipline. Her sophisticated reading of Tibetan-language sources vivifies the capacious literary world of the Three Polymaths, including autobiography, Buddhist philosophy, poetic theory, and historiography. Whereas prevailing state-centric accounts place Tibetan religious figures in China in one of two roles, collaborator or resistance fighter, Willock shows how the Three Polymaths offer an alternative model of agency. She illuminates how they by turns safeguarded, taught, and celebrated Tibetan Buddhist knowledge, practices, and institutions after their near destruction during the Cultural Revolution. An interdisciplinary work spanning religious studies, history, literary studies, and social theory, Lineages of the Literary offers new insight into the categories of religion and the secular, the role of Tibetan Buddhist leaders in modern China, and the contested ground of Tibet.




Introduction to Interdisciplinary Studies


Book Description

The Second Edition provides a comprehensive introduction to interdisciplinary studies with an approach that is succinct, conceptual, and practical. Completely updated to reflect advances in the literature on research, learning, and assessment, the book describes the role of both disciplines and interdisciplinarity within the academy, and how these have evolved. Authors Allen F. Repko, Rick Szostak, and Michelle Phillips Buchberger effectively show students how to think like interdisciplinarians in order to facilitate their working with topics, complex problems, or themes that span multiple disciplines.




How People Learn


Book Description

First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methodsâ€"to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.




How Learning Works


Book Description

Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning




P'ungsu


Book Description

The first scholarly book to address Korean geomancy through an interdisciplinary lens. This book is a milestone in the history of academic research on the development and role of geomancy (fengshui in Chinese and p’ungsu in Korean) in Korean culture and society. As the first interdisciplinary work of its kind, it investigates many topics in geomancy studies that have never been previously explored, and contains contributions from a number of disciplines including geography, historical studies, environmental science, architecture, landscape architecture, religious studies, and psychoanalysis. While almost all books in English about geomancy are addressed to general readers as practical guides for divining auspicious locations, P’ungsu is a work of rigorous scholarship that documents, analyzes, and explains past and current practices of geomancy. Its readers will better understand the impact of geomancy on the Korean cultural landscape and appreciate the significant ecological principles embedded in the geomantic traditions of Korea; while researchers will discover new insights and inspirations for future research on geomancy not only in Korea, but in China and elsewhere.




Educational Publication


Book Description




The Floating University


Book Description

The Floating University sheds light on a story of optimism and imperialist ambition in the 1920s. In 1926, New York University professor James E. Lough—an educational reformer with big dreams—embarked on a bold experiment he called the Floating University. Lough believed that taking five hundred American college students around the globe by ship would not only make them better citizens of the world but would demonstrate a model for responsible and productive education amid the unprecedented dangers, new technologies, and social upheavals of the post–World War I world. But the Floating University’s maiden voyage was also its last: when the ship and its passengers returned home, the project was branded a failure—the antics of students in hotel bars and port city back alleys that received worldwide press coverage were judged incompatible with educational attainment, and Lough was fired and even put under investigation by the State Department. In her new book, Tamson Pietsch excavates a rich and meaningful picture of Lough’s grand ambition, its origins, and how it reveals an early-twentieth-century America increasingly defined both by its imperialism and the professionalization of its higher education system. As Pietsch argues, this voyage—powered by an internationalist worldview—traced the expanding tentacles of US power, even as it tried to model a new kind of experiential education. She shows that this apparent educational failure actually exposes a much larger contest over what kind of knowledge should underpin university authority, one in which direct personal experience came into conflict with academic expertise. After a journey that included stops at nearly fifty international ports and visits with figures ranging from Mussolini to Gandhi, what the students aboard the Floating University brought home was not so much knowledge of the greater world as a demonstration of their nation’s rapidly growing imperial power.




Translation and Global Asia


Book Description

The present volume originates from "The Fourth Asian Translation Traditions Conference" held in Hong Kong in December 2010. The conference generated stimulating discussions relating to the richness and diversity of nonWestern discourses and practices of translation, focusing on translational exchanges between nonWestern languages,and the change and continuity in Asian translation traditions. Translation and Global Asia shows a rich diversification of historical and geographical interests, and covers a broad array of topics, ranging from ninthcentury Buddhist translation in Tibet to twentyfirstcentury political translation in Malaysia. This collection is strikingly rich. Its authors deal with a wide range of topics in geographically diverse locations from India, Thailand, Japan, Korea, and the Philippines to different parts of China. They evoke different linguistic and historical contexts from ancient times right up to the contemporary period, and take a variety of approaches, strongly supported by current theories in translation and cultural studies. Presenting vital case studies, this essential volume illustrates the importance of examining translation from a historical perspective, of taking account of power relations, and of studying the unique role of translators in initiating change and transmitting new ideas.




Study Abroad Pedagogy, Dark Tourism, and Historical Reenactment


Book Description

This book is a genre-breaking response to the literature on study abroad. It stakes claim to an uncharted space between reflective pedagogy, public history studies, and investigations into dark tourism. Drawing on the author’s experience of teaching short-term summer programs and courses in London between 2011 and 2018 that focused wholly or in part on the Whitechapel murders of 1888, the book analyzes experiential learning in the study abroad context. The book is informed by the instructor’s reflections; students’ informal essays and anonymous evaluations; and the scholarship of teaching and learning. It begins by situating programs and courses on the Whitechapel murders in the context of debates about overseas and experiential learning. It then proceeds to discuss the constraints to and possibilities for devising study abroad programs to include graduate students in humanistic disciplines; assignments and classroom activities utilized, including those with a reenactment component; the ethical complexities of teaching at dark sites; and the pedagogical implications of learning about Jack the Ripper in an age of terror. It concludes with reflections on the differences between study abroad programs and courses in cultivating students’ global-mindedness.