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In the morning I walk to school from my home on Churchill's
Lane. My first stop -- hoping that coffee has been made --
is at the history office, for my daily social, political,
intellectual kick-off. For instance, today's topic with Carly
(history department chair) was Jerusalem. Editorial writers
have been focused intensely on the Middle East peace process
over the last couple of weeks. These discussions with my colleagues
-- we often have a continuing one about an issue -- are an
important part of my day. Then I head to my classroom, wondering
if I am ready for the day.
This year I teach two sections of Art History
and two sections of Modern World History.
In Art History we're approaching the early
Renaissance now. The material itself is always riveting. I
try to offer readings that help students get at the essential
quest of the period: the sensual exploration along with the
intellectual exploration. The students read Bernard Berenson,
a Harvard art historian who fully explored Italy back when
attributions were foggy; Berenson acquired work for Isabella
Stuart Gardner. We read Georgio Vasari, the first art historian
and a colleague of Michelangelo's. We also read Camille Paglia,
who offers an unorthodox view of art. She talks about the
sensuality of the period, and claims that 19th
century historians sanitized the Renaissance. The students
are always intrigued to see how understandings of a particular
period change from time to time.
In class, the images are always the starting
point. We ask what is particular about the configuration we're
looking at. What accumulated decisions has the artist made
that are reflected in the image? How does an age get embodied
in an image? How does one decipher that meaning? What political
currents run through the work? What is specifically intellectual
and what is specifically visceral? After "working" the image
we turn to our textual guides like Janson, and test our assumptions.
This exercise makes it clear to students that they have a
responsibility for decision making regarding interpretation.
The experience frees them up, sharpens their eyes and helps
them understand this complicated world. The process makes
them better citizens.
My other course this year is Modern World
History. Teaching Modern World History is very difficult because
we have to find a way to balance the full picture. The teachers
of this course have a great obligation to read, read, read
-- to understand different perspectives, historians, cultures,
to bring alive the histories of China and India as well as
the French and Industrial Revolution. This course gives students
the fundamental basis for their political understanding of
the world, and the vocabulary to articulate their understanding.
Every decision about what to include in a history course is
value-laden. We continue the discussion about what our values
are as they're reflected in the course.
We also spend a lot of time working on understanding
the cognitive and social level of our students; how tired
they are, what the social implications of a controversial
comment might be, who might be hurt by it, etc. It is important
to be alert to the students in this way.
In my free periods, I have spent much free time over the last
couple of years building a digital image database. I scan
photos and slides and download images from the Web. The goal
is to develop a full image database available via the Web
to students in the dorm or at home.
I also attend history department meetings.
Recently we've been reviewing the latest techniques in online
research. We are building lists of Web sites to be used as
resources in the various history classes.
Faculty teaching the Modern World History
course also meet regularly. World history is a new discipline,
and at this point, the first round of texts approaching the
course have been written and need revision. The key problem
with most is that historians have not yet made the transition
a graceful transition from the old Western History style curriculum.
New research by many historians is helping us see global links
in new ways. In this high-tech, rapidly linked world, our
students need to look more globally as well.
I'm a Class II advisor and each week I meet
with my eight advisees in a group. Every other week I meet
with the advisees individually, and of course throughout the
year when anything comes up for any one of them.
In past years I have coached JV basketball,
and that was fun. I'm also the advisor for the Milton Measure
(bi-weekly 12-page student newspaper). The editors this year
are clever, responsible and very focused. My main job is to
be available to help when they write about sensitive areas.
I help them learn how to balance their intense drive to get
good stories with their responsibility to the school and the
discipline of journalism.
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