The Third Age at Harvard is the first history of the HILR, and it has the distinction of being written by the founder, Dean Michael Shinagel, who established it in 1977 and watched it evolve over the years into a Harvard institution and a national model of excellence among learning-in-retirement institutes. At his retirement in 2013, Dean Shinagel was acknowledged as “the longest-serving dean in the history of Harvard,” and in 2019, he was invited to join the HILR as a member by the current director/dean, Tess O’Toole. In writing his HILR history, Dean Shinagel had the advantage of a dual perspective, both from above as the longtime dean and from below as an active member participating in HILR study groups. The scope of his history covers the genesis of the idea for the Institute in 1976 until its move to new quarters under a new dean of continuing education and a new director/dean of the HILR in 2015. The history of the HILR is a story of the exceptional women and men whose dedication from the early years was matched by the directors who served them. From the 92 charter members in 1977, the HILR grew steadily to the 550 women and men who attend today, representing career fields in education, law, medicine, the arts, engineering, government, finance, science, business, the military, and public service. More than two out of five have Harvard affiliations through degrees, careers, spouses, or children, but the majority have undergraduate and graduate degrees from colleges and universities throughout the United States and several foreign countries. The HILR is diverse and cosmopolitan in every sense of the word, and the members are sui generis: they epitomize the motto that “learning never ends.”
Michael Shinagels inspiring memoir, Holocaust Survivor to Harvard Dean, traces the highlights of his remarkable career from childhood in Vienna, Austria, to his familys terrifying exodus from Hitlers Europe (19381941), refugee life and public school education in New York City (19411951), a false start in agriculture at Cornell University (19511952), service with the US Army in Korea (19521954), college on the G. I. Bill at Oberlin (19541957), doctoral studies on a national fellowship and academic administration at Harvard University (19571964), and a fifty-year academic career of teaching and administration at Cornell University (19641967), Union College (19671975), and Harvard University (19752013). At his retirement in 2013, he was acclaimed as the longest-serving dean in Harvard history and as one of the transformative leaders of the university. The memoir shows how Shinagels entrepreneurial management style enabled him to innovate with new initiatives and new academic programs for the benefit of both the internal Harvard community and the external community of adult learners in Greater Boston. With the advent of distance education, the reach of the Harvard Extension School became global. He spends his retirement years as a distinguished lecturer in Extension at Harvard, teaching graduate seminars on satire and the English and American novel, directing Extension masters theses in literature, and participating in professional development workshops on leadership and decision-making in the Division of Continuing Education. He continues to serve as a lecturer and study group leader on Harvard Alumni Travel Tours around the world.
The Gates Unbarred traces the evolution of University Extension at Harvard from the Lyceum movement in Boston to its creation by the newly appointed president A. Lawrence Lowell in 1910. For a century University Extension has provided community access to Harvard, including the opportunity for women and men to earn a degree. In its storied history, University Extension played a pioneering role in American continuing higher education: initiating educational radio courses with Harvard professors in the late 1940s, followed by collegiate television courses for credit in the 1950s, and more recently Harvard College courses available online. In the 1960s a two-year curriculum was prepared for the U.S. nuclear navy ("Polaris University"), and in the early 1970s Extension responded to community needs by reaching out to Cambridge and Roxbury with special applied programs. This history is not only about special programs but also about remarkable people, from the distinguished members of the Harvard faculty who taught evenings in Harvard Yard to the singular students who earned degrees, ranging from the youngest ALB at age eighteen, to the oldest ALB and ALM recipients, both aged eighty-nine--and both records at Harvard University.
Michael Shinagels inspiring memoir, Holocaust Survivor to Harvard Dean, traces the highlights of his remarkable career from childhood in Vienna, Austria, to his familys terrifying exodus from Hitlers Europe (19381941), refugee life and public school education in New York City (19411951), a false start in agriculture at Cornell University (19511952), service with the US Army in Korea (19521954), college on the G. I. Bill at Oberlin (19541957), doctoral studies on a national fellowship and academic administration at Harvard University (19571964), and a fifty-year academic career of teaching and administration at Cornell University (19641967), Union College (19671975), and Harvard University (19752013). At his retirement in 2013, he was acclaimed as the longest-serving dean in Harvard history and as one of the transformative leaders of the university. The memoir shows how Shinagels entrepreneurial management style enabled him to innovate with new initiatives and new academic programs for the benefit of both the internal Harvard community and the external community of adult learners in Greater Boston. With the advent of distance education, the reach of the Harvard Extension School became global. He spends his retirement years as a distinguished lecturer in Extension at Harvard, teaching graduate seminars on satire and the English and American novel, directing Extension masters theses in literature, and participating in professional development workshops on leadership and decision-making in the Division of Continuing Education. He continues to serve as a lecturer and study group leader on Harvard Alumni Travel Tours around the world.
The Gates Unbarred traces the evolution of University Extension at Harvard from the Lyceum movement in Boston to its creation by the newly appointed president A. Lawrence Lowell in 1910. For a century University Extension has provided community access to Harvard, including the opportunity for women and men to earn a degree. In its storied history, University Extension played a pioneering role in American continuing higher education: initiating educational radio courses with Harvard professors in the late 1940s, followed by collegiate television courses for credit in the 1950s, and more recently Harvard College courses available online. In the 1960s a two-year curriculum was prepared for the U.S. nuclear navy ("Polaris University"), and in the early 1970s Extension responded to community needs by reaching out to Cambridge and Roxbury with special applied programs. This history is not only about special programs but also about remarkable people, from the distinguished members of the Harvard faculty who taught evenings in Harvard Yard to the singular students who earned degrees, ranging from the youngest ALB at age eighteen, to the oldest ALB and ALM recipients, both aged eighty-nine--and both records at Harvard University.
The Third Age at Harvard is the first history of the HILR, and it has the distinction of being written by the founder, Dean Michael Shinagel, who established it in 1977 and watched it evolve over the years into a Harvard institution and a national model of excellence among learning-in-retirement institutes. At his retirement in 2013, Dean Shinagel was acknowledged as “the longest-serving dean in the history of Harvard,” and in 2019, he was invited to join the HILR as a member by the current director/dean, Tess O’Toole. In writing his HILR history, Dean Shinagel had the advantage of a dual perspective, both from above as the longtime dean and from below as an active member participating in HILR study groups. The scope of his history covers the genesis of the idea for the Institute in 1976 until its move to new quarters under a new dean of continuing education and a new director/dean of the HILR in 2015. The history of the HILR is a story of the exceptional women and men whose dedication from the early years was matched by the directors who served them. From the 92 charter members in 1977, the HILR grew steadily to the 550 women and men who attend today, representing career fields in education, law, medicine, the arts, engineering, government, finance, science, business, the military, and public service. More than two out of five have Harvard affiliations through degrees, careers, spouses, or children, but the majority have undergraduate and graduate degrees from colleges and universities throughout the United States and several foreign countries. The HILR is diverse and cosmopolitan in every sense of the word, and the members are sui generis: they epitomize the motto that “learning never ends.”
Colonial Advertising & Commodity Racism is the latest volume in LIT Verlag's series Racism Analysis - Series B: Yearbooks. This series explores racial discrimination in all its varying historical, ideological, and cultural patterns. It examines the invention of race and the dimensions of modern racism, and it inquires into racism avant la lettre. Racism Analysis brings together scholars from various disciplines and schools of thought, with the key aim of contributing to the conceptualization of racism and to identify the practices of dehumanization that are intrinsic to it. The contents of Colonial Advertising & Commodity Racism include: Advertising White Supremacy: Capitalism, Colonialism, and Commodity Racism * Come and Join the Freedom-Lovers: Race, Appropriation, and Resistance in Advertising * Buffalo Bill's Wild West: The Racialization of the Cosmopolitan Imagination * Fun Without Vulgarity? Commodity Racism and the Promotion of Blackface Fantasies * From Oecumene to Trademark: The Symbolism of the Moor in the Occident * Bittersweet Temptations: Race and the Advertising of Cocoa * The German Alternative: Nationalism and Racism in Afri-Cola. (Series: Racism Analysis - Series B: Yearbooks - Vol. 4)
The Civil War transformed American life. Not only did thousands of men die on battlefields and millions of slaves become free; cultural institutions reshaped themselves in the context of the war and its aftermath. The first book to examine the Civil War's immediate and long-term impact on higher education, Reconstructing the Campus begins by tracing college communities' responses to the secession crisis and the outbreak of war. Students made supplies for the armies or left campus to fight. Professors joined the war effort or struggled to keep colleges open. The Union and Confederacy even took over some campuses for military use. Then moving beyond 1865, the book explores the war's long-term effects on colleges. Michael David Cohen argues that the Civil War and the political and social conditions the war created prompted major reforms, including the establishment of a new federal role in education. Reminded by the war of the importance of a well-trained military, Congress began providing resources to colleges that offered military courses and other practical curricula. Congress also, as part of a general expansion of the federal bureaucracy that accompanied the war, created the Department of Education to collect and publish data on education. For the first time, the U.S. government both influenced curricula and monitored institutions. The war posed special challenges to Southern colleges. Often bereft of students and sometimes physically damaged, they needed to rebuild. Some took the opportunity to redesign themselves into the first Southern universities. They also admitted new types of students, including the poor, women, and, sometimes, formerly enslaved blacks. Thus, while the Civil War did great harm, it also stimulated growth, helping, especially in the South, to create our modern system of higher education.
Enlightenment—Aufklärung in German, Lumières in French—is more an idea than a period. But it is an idea that took hold in a particular historical context of revolutionary scientific advances, increasing economic and social freedom, rising literacy and prosperity, and a greater willingness to challenge the authoritarianism of the seventeenth and eighteenth centuries. In The Wisdom of the Enlightenment, author Michael K. Kellogg points to 1637, the year that gave us Rene Descartes’ landmark inquiry into truth, as the beginning of a period that radically changed individual human thought and collective societal action. From Descartes’ assertion of “I think, therefore I am,” to the philosophies of Enlightenment thinkers like Moliere, Spinoza, Voltaire, Hume, and Kant, this book charts the new and revolutionary philosophies at a time when progress seemed possible across the whole range of human knowledge and endeavor. In sweeping aside tired superstitions and applying a new scientific methodology, the Enlightenment ideas of progress through free exercise of reason ushered us into the modern world. This engaging and comprehensive survey of Enlightenment thoughts and thinkers is a celebration of the faith that all problems are solvable by human reason. ,
James Joyce and Heraldry demonstrates that heraldry is an essential key to the symbols of Joyce's major works. It is a clear, witty introduction to heraldry and the use of heraldic imagery by Western writers, including Dante, Chaucer, Shakespeare, Jonson, and Sterne. Michael O'Shea shifts the focus from the aural imagery of Joyce to reveal the visual impact deriving from Joyce's use of the symbols and language of heraldry. He cites biographical and textual evidence of Joyce's deep interest in coats of arms, crests, and other heraldic emblems; and demonstrates that Joyce used these visual symbols as well as "the curious jargons of heraldry" in his writings. O'Shea succeeds in compiling an indispensable reference work that sheds new light on Joyce's major texts, A Portrait of the Artist as a Young Man, Ulysses, and Finnegans Wake. His commentary is thoroughly illustrated and includes a glossary of heraldic terms keyed to Joyce's usage of them.
Collapsing buildings, unexpected meetings in the marketplace, monstrous births, encounters with pirates at sea—these and other unforeseen “accidents” at the turn of the seventeenth century in England acquired unprecedented significance in the early modern philosophical and cultural imagination. Drawing on intellectual history, cultural criticism, and rhetorical theory, this book chronicles the narrative transformation of “accident” from a philosophical dead end to an astonishing occasion for revelation and wonder in early modern religious life, dramatic practice, and experimental philosophy. Embracing the notion that accident was a concept with both learned and popular appeal, the book traces its evolution through Aristotelian, Scholastic, and Calvinist thought into a range of early modern texts. It suggests that for many English writers, accidental events raised fundamental questions about the nature of order in the world and the way that order should be apprehended. Alongside texts by such canonical figures as Shakespeare and Bacon, this study draws on several lesser-known authors of sensational news accounts about accidents that occurred around the turn of the seventeenth century. The result is a cultural anatomy of accidents as philosophical problem, theatrical conceit, spiritual landmark, and even a prototype for Baconian “experiment,” one that provides a fresh interpretation of the early modern engagement with contingency in intellectual and cultural terms.
The objective of this book is to develop leadership principles from two directions - the scientific and the practical perspective - that are both application-oriented and universally applicable as well as effective and flow into a holistic leadership framework. Both the hermeneutic and the empirical analysis show that the basic principles of holistic, application-oriented, universally applicable and effective leadership can be described with the duality of transactional management and transformational leadership principles, taking into account core traits and alignment with follower needs. These in turn lead to a collection of essential principles of effective leadership known as the "eclectic leadership framework". The essential finding is that the basic principles are complementary and that a clear focus on people and their needs is the most effective way to lead.
Heroic man and "the lies of history," the myths that surrounded them, were vital to the Irish poet William Butler Yeats. This study examines the four Anglo-Irish historical figures who dominated his life and art: Oscar Wilde, Charles Stewart Parnell, Jonathan Swift, and Roger Casement. All were creators—whether they conceived their life artistically, conceived an intellectual vision of Ireland free, or made lasting art. Their powers were matched by the magnitude of their defeat, for all, except Swift, were violently crucified by the mob for their irregular private lives. In defeat, however, they revealed transcendent heroism, as they faced their enemies with aristocratic disdain and unfailing bravery. Their constantly recreated heroic images inspired and haunted Yeats in art and politics, showed him ways to remake himself and to reconcile his devotion to art with his duty to Ireland. Yeats's Heroic Figures traces the intersections of the vivid figures in the "human drama" Yeats saw as history from 1883 to 1938, and considers their shaping forces upon Yeats's art, philosophy, and life. It is the first study to consider these four heroes together, and it brings to light much material previously neglected in comprehensive studies of Yeats.
Mainstream, or more formally, neoclassical, economics claims to be a science. But as Michael Perelman makes clear in his latest book, nothing could be further from the truth. While a science must be rooted in material reality, mainstream economics ignores or distorts the most fundamental aspect of this reality: that the vast majority of people must, out of necessity, labor on behalf of others, transformed into nothing but a means to the end of maximum profits for their employers. The nature of the work we do and the conditions under which we do it profoundly shape our lives. And yet, both of these factors are peripheral to mainstream economics. By sweeping labor under the rug, mainstream economists hide the nature of capitalism, making it appear to be a system based upon equal exchange rather than exploitation inside every workplace. Perelman describes this illusion as the “invisible handcuffs” of capitalism and traces its roots back to Adam Smith and his contemporaries and their disdain for working people. He argues that far from being a basically fair system of exchanges regulated by the “invisible hand” of the market, capitalism handcuffs working men and women (and children too) through the very labor process itself. Neoclassical economics attempts to rationalize these handcuffs and tells workers that they are responsible for their own conditions. What we need to do instead, Perelman suggests, is eliminate the handcuffs through collective actions and build a society that we direct ourselves.
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