I am ecstatic to announce that I and nine wonderful peers were accepted into the Leipzig-Miami Exchange Program for this spring, which brings together students from UM Law and Leipzig University in Germany to collaborate on various topics relating to law and policy. The goal of the program is to learn about each other’s legal systems, exchange ideas, and develop a mutual understanding of our points of views. As an intellectual powerhouse, a central player in European and global affairs, and one of the world’s most robust democracies, Germany is a natural partner in this endeavor. (It is also a fellow federal republic with very strong civil liberties and constitutional protections, given its efforts to move past its history.)
I will be partnering with a German law student to work on a presentation about restorative justice, which is an exciting and promising frontier in criminal justice, rehabilitation, and conflict resolution (hence why it was my top choice, though they were all good). We will incorporate the perspectives and approaches of our respective nations, and hopefully enhance our countries’ knowledge and methodology of restorative justice. I also get to hang out with the German student when they visit this January, then work on a second topic with another German student in May, when I will visit the hidden gem of Leipzig, Germany for a few days.
As someone with aspirations in international law, it goes without saying that I am immensely excited and grateful for the opportunity to develop skills in cross-cultural collaboration, which will help me grow personally and professionally. And as many of you know, I am always eager to get to know people and perspectives from other cultures.
Founded in 1409, the University of Leipzig is one of the oldest universities in the world and the second oldest in Germany. Nine Nobel Prize winners are associated with the university, and its alumni include such eminent thinks as Leibniz, a polymath who made major contributions to math, philosophy, and science; Goethe, widely regarded as one of history’s greatest poets and writers; Leopold von Ranke, considered one of the fathers of the study of history; composers Richard Schumann and Robert Wagner; Tycho Brahe, a Danish astronomer who greatly advanced the study of space; Fredrich Nietzsche, among the greatest influences in modern philosophy; and Angela Merkel, Germany’s current and first female chancellor.
Given its 600 years as an intellectual hub, it is unsurprising that Leipzig played a key role in bringing down the East German regime, initiating a series of spontaneous mass protests that were among the first and most prominent in the country’s history, catalyzing other cities to do the same. Since reunification, Leipzig has become one of Germany’s fastest growing and most dynamic cities, being rated one of the places in the country to live.
Needless to say, I cannot wait to visit such an amazing university and city and broaden my horizons!
Photos courtesy of Wikimedia.
The Orbis Sensualium Pictus (Visible World in Pictures) is a textbook for children written by Czech educator John Amos Comenius and published in 1658. It was the first widely used children textbook with pictures, covering a broad range of topics ranging from simple physics to social studies. Its comprehensive material and unique combination of visual and lexical (written) education made it revolutionary for the time, quickly spreading across Europe and setting the standard for children’s textbooks for centuries.
Comenius was one of the the earliest champions of universal education, including for women and the poor. He promoted a dynamic approach to teaching that went beyond the common and dull emphasis on memorization. He is thus regarded as the father of modern education.
Photo courtesy of Wikimedia.
On this National Teacher’s Appreciation Day, The Economist has put together a graph
showing the salaries and working hours of high school teachers among the 34 mostly developed OECD countries, and comparing this to each nation’s PISA rankings, which measures scholastic performance on math, science, and reading. The idea is to show what impact, if any, low pay and long working hours may have on teacher’s effectiveness. The results are as follows:
The vast majority of public schools in the U.S. start earlier than 8:30 a.m. Like most American students, I took this as a given, albeit begrudgingly — we all struggled to get up and get focused for school, and it only got harder with each passing year. Naturally, many people chalk this up to the laziness and entitlement of adolescence. But mounting scientific research is finding that getting up really early, and being thrown into a cognitively-intensive bloc schedule, is bad for both the health and education of youth. Various leading public health authorities are urging an end to this practice. Continue reading
Speaking from experience, studying abroad is not just an adventure, but a life-changing experience. During my six weeks in the Czech Republic (and, briefly, in neighboring Slovakia) during the summer of 2008, I not only learned about Czech culture, history, and politics in an academic setting, but absorbed firsthand the sights, sounds, lived experiences, and perspectives of a totally different society. It was the first time I ever truly immersed myself in another culture, and it gave me a deep appreciation of how a country’s unique historical development (especially relative to the U.S.) can impact its culture, society, politics, and national character.
More importantly, my study abroad also affirmed that “people are people everywhere” — that is to say, that distant foreigners are no different from us when it comes to their base needs, desires, fears, aspirations, and so on. The specifics will vary of course — the majority of Czechs, for example, are much more worried about Russian aggression than most Americans, by virtue of recent history — humanity and relatability remain.
I am thankfully not the only one to see the value in this experience. As argues in Foreign Affairs, the open-mindedness, empathy, and understanding inculcated in students studying abroad is not only valuable for its own sake, but in the aggregate and long term, can be indispensable to the prosperity of the U.S. Continue reading
The Open Syllabus Project is recently launched database that has compiled more than a million course syllabi over the last fifteen years from colleges and universities across the English-speaking world (including Australia, Canada, New Zealand, and the U.K.). Among its findings regarding the top U.S. universities is the dominance of the works by Plato, Hobbes, Machiavelli, and Aristotle in required reading lists.
As Quartz reports:
In the U.S., Mary Wollstonecraft Shelley’s “Frankenstein” is the most taught work of fiction, with Chaucer’s “Canterbury Tales” a close second. In history titles, George Brown Tindall and David Emory Shi’s textbook, “America: A Narrative History”, is No. 1, with Anne Moody’s “Coming of Age in Mississippi”, a memoir about life as an African-American woman in Jim Crow America, at No. 2. “The Communist Manifesto” is the third most taught in history, and is the top title in sociology.
The project admits that its dataset is still a work in progress, as there is a margin of error for unusual or misspelled readings; moreover, it can rely only on whatever is publicly accessible from college websites.
Still, it is pretty much the only source for what the future academic and political elites of the Anglophone world are reading. The Open Syllabus Project allows users to search by country, state/province, institution, and academic field to see what tops a given reading list. Here is the overall list among all the curricula across all five major English speaking countries. (Note that the heavy leaning towards the humanities reflects the fact the reading lists for such courses are larger than in the hard sciences.)
Seems like this would make a great individual reading list all on its own! Granted, it would be nice to see more prominent non-Western works — there is a wealth of interesting perspectives, philosophies, and narratives worth exploring, especially for the ostensibly best and brightest of future generations.
To learn more, visit the project page here.
[We] don’t have faith in young children. And we don’t really have faith in ourselves. And we’ve been programmed to believe that the more enrichments we can add on [the better].
I think boredom can be a friend to the imagination. Sometimes when kids appear to be bored, actually they haven’t had enough time to engage in something. We quickly whisk it away and move them along to the next thing. And that’s when you say, “How can I help the child to look at this in a new way? To try something new, to be patient.”
You’ve really kind of adultified childhood so kids really don’t have those long, uninterrupted stretches of time to engage in fantasy play. And because we’ve kind of despoiled the habitat of early childhood, a lot of times they don’t know what to do when given that time. So we kind of have to coach them.
I think there’s a little bit of a repair process that we need to engage in. Because if you’ve got a kid who’s used to going to a million lessons and only uses toys that have one way of using them and then, suddenly, you put them in a room with a bunch of boxes and blocks and say, “Have fun!”, the kid’s gonna say, “Are you kidding me? What?!”
— Erika Christakis, in an interview by NPR’s Corey Turner,
“What Kids Need From Grown-Ups (But Aren’t Getting)”
In a previous blog post, I shared the case for teaching philosophy to children. In the almost two years since, the idea of having such a seemingly esoteric and irrelevant subject as part of grade school curricula seems to have gained traction.
One case in point is an article in The Washington Post by , who not only advocates for more philosophy in school, but stresses that such courses are as important now than ever, given recent sociopolitical developments. Continue reading