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FROM: MEMO Chris Bierwirth Department of History Murray State University Sandra Jordan Dean, College of Humanities and Fine Arts Murray State University World Civ Teaching Circle TO: RE: Dr. Jordan: This memorandum will serve as the final report on our World Civ Teaching Circle. The members of the Teaching Circle were Dr. Charlotte Beahan, Dr. Pamela Edwards, Dr. Bill Schell, Dr. Jamie Whidden, and myself; I served as the coordinator. Dr. Priya Jha of the Department of English and Philosophy also participated in some of our discussions. Our method was to read a selected work, and then to meet together in order to discuss its possible use in the World Civ courses, either as assigned reading for the students or as instructional resources. Late in the Fall Semester, each member of the Teaching Circle suggested one or more works, and then these were voted on by all, with the top five selected for reading and discussion. During the course of the Spring Semester, then, we read the following fictional works (listed in the order in which they were read and discussed): Women of Sand and Myrrh, by Hanan al-Shaykh Segu, by Maryse Cond Samarkand, by Amin Maalouf Celebrated Cases of Judge Dee, translated by Robert van Gulik The Cheapest Nights, a collection of short stories by Yusuf Idris Women of Sand and Myrrh is a novel involving the intertwined stories of four women, three from various Arab national backgrounds and one from the US, living in an unnamed Arab country (but, given its extremely conservative culture, clearly patterned after Sa udi Arabia). Given the difficult, and sometimes explicit, nature of their stories (including a Lesbian relationship), we all agreed that it would not be suited for a student reading assignment. In general, the male members of our group found the book more interesting and useful than did the female members, who seemed to feel that the novel reinforced stereotypes regarding Islamic cultures and the treatment of women. In contrast, I and Dr. Schell, and to a lesser extent Dr. Whidden, felt that it had value in showing how varied women s experiences are in Arab and Islamic cultures, and belying the common stereotype of all Arab or Islamic women as being uniformly oppressed. Certainly the country where the novel was set was extremely oppressive to women, but the Arab women in the stories, particularly Suzanne, who came from Lebanon, found it every bit as oppressive as a Westerner would, and in sharp contrast to the culture whence she derived. We felt, in general, that if this work were to be used in a Civ course, it would probably require extensive preparation of the students and the use of only select sections. In the end, we concluded that it might best serve as a teacher s resource. Segu is a novel covering the history of the Traore family from the city of Segu in what is now the nation of Mali in West Africa, during the first half of the 19th century. This was a period when the city, the kingdom of which it was the capital, and the entire region were undergoing significant and sweeping changes. The slave trade, on which the kingdom s economy largely depended, was still underway, but would soon come to an end. The traditional (i.e., pagan ) religious belief systems, which most residents of the city and kingdom continued to embrace, were being replaced by Islam, with a series of reformist jihad movements leading the way. And, of course, European contact with the African interior and the concomitant pressure on traditional political, economic and social structures was increasing rapidly during this period, as well. All of these events and historical trends were portrayed through experiences of the various members of this family over the course of three generations, making for a very compelling story line. Moreover, the writing was very accessible and the story-telling fast-paced. For these reasons, we unanimously agreed that this novel would make an excellent assignment for our World Civ students, and discussed a variety of written assignments or classroom exercises that could go along with it. Indeed, this was the favorite among the five books we read. Samarkand is a novel in three parts, the first two covering the life of Omar Khayyam and his composition of the famous Ruba yat, and the last section dealing with a priceless edition this of classic work that is lost with the sinking of the Titanic. Again, this was a compelling story, written clearly and accessibly, and we all felt that the first two sections would make a suitable reading assignment for our Civ students, as well. Nonetheless, we also felt that it had somewhat limited utility, given the rather slow-paced beginning of the novel, which some of us were afraid might lose students interest, and also the drastic historical break between the first sections of the book and the last. Our final conclusion was that it might be best used as a short assignment, with students reading only selected excerpts. Celebrated Cases of Judge Dee is a translation of a classic Chinese detective story, written in the 17th century, during the early days of the Qing Dynasty, but dealing with an actual historic individual, Di Gong (or Dee Goong), who live in the 7th century during the time of the early Tang Dynasty. This story was immensely fun to read, and, at the same time, filled with a wealth of information about traditional Chinese social, economic and political structures and relationships. For example, the first of the three murder mysteries that Judge Dee must solve involves two silk merchants, and so, in the course of his investigations, we learn a great deal about the workings of this trade. The second murder takes place in a small rural village, so we learn much about the lives of small- town working classes, yet it also involves a young student from a well- to-do family studying for the Confucian exams that will win him a government posting. And the third murder deals with the death of a young bride of a gentry-class family, showing us not only the lives of people of these classes, but some details regarding traditional wedding customs, as well. And throughout we are repeatedly exposed to the workings of a midranking official and the relationship between representatives of the Imperial government and its subjects. Of course, we also learn a lot about traditional Chinese belief in ghosts and the power of dreams, but even this has instructional utility, demonstrating other cultures attitudes toward the supernatural. Again, we all felt very comfortable with this work as a potential reading assignment for our Civ students, and, in fact, it was a close second to Segu as our favorite. Finally, The Cheapest Nights was a selection of short stories by the Egyptian writer Yusuf Idris, covering two decades of his career, from the early 1950s to 1970. These stories were mainly humorous, but the humor was pretty dark in nature, and the writing style rather moody and existential. Thus, they were somewhat reminiscent of the early work of Kafka or of Sartre s fictional work. Nearly all members of the group liked the collection very much, but, while I could certainly appreciate the ir artistic merits, I found the stories, and the characters in them . . . well . . . just too depressing. Nonetheless, I agreed with the group as a whole that some of the stories, at least, could be used as selective reading assignments for our students; I would, however, be more likely to use them in an upper division history class on modern Middle Eastern culture than in the Civ course. To summarize, then, we all really liked Segu and Judge Dee and felt that either would make an admirable reading assignment for the Civ students (or for African or Chinese history courses, for that matter), with plentiful instructional value accompanying good story-telling. To a lesser degree, we also felt that Samarkand had similar value as a reading assignment. Many of the group thought that Cheapest Nights could also be used in the Civ course, but, as noted above, I had significant reservations about this. And while some of us (Schell, Whidden and myself) thought that parts of Women of Sand and Myrrh might also be used in the Civ course, we agreed with those who had serious objections (Beahan, Edwards and Jha) that it would probably be difficult to do so without a great deal of explanation, and even then, that most of our students might well miss the point. Finally, on behalf of the entire group, I would like to thank you, the College and the University for making funds available for our group. This was a great experience, both in advancing our teaching skills and in developing collegiality.
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Path: Murray State KY >> AL >> 240 Fall, 2008
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Path: Murray State KY >> MUSIC >> 07 Fall, 2008
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Path: Murray State KY >> CHE >> 1 Fall, 2008
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Path: Murray State KY >> SECSV >> 9 Fall, 2008
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Path: Murray State KY >> SECSV >> 2008 Fall, 2008
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Path: Murray State KY >> ASSESSMENT >> 1 Fall, 2008
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Path: Murray State KY >> ASSESSMENT >> 2 Fall, 2008
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Path: Murray State KY >> MINUTESJAN >> 272006 Fall, 2008
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Path: Murray State KY >> SEPTEMBER >> 2006 Fall, 2008
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Path: Murray State KY >> SEPTEMBER >> 2006 Fall, 2008
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Path: Murray State KY >> SEPTEMBER >> 2006 Fall, 2008
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Path: Murray State KY >> SEPTEMBER >> 2006 Fall, 2008
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Path: Murray State KY >> COEKATE >> 05 Fall, 2008
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Path: Murray State KY >> COEKATE >> 05 Fall, 2008
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Path: Murray State KY >> COEKATE >> 05 Fall, 2008
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Path: Murray State KY >> MURRAYSTOU >> 06 Fall, 2008
Description: Teaching and Assessing Ethics in the Disciplines Murray State Workshop February 10, 2006 David T. Ozar, Ph.D. Loyola University Chicago dozar@luc.edu A. Introduction 1. Terms: ethical/moral and obligation. 2. Other Assumptions (see Framework. = Appen...
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Path: Murray State KY >> B >> 2 Fall, 2003
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Path: Murray State KY >> B >> 3 Fall, 2003
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b3c.pdf
Path: Murray State KY >> B >> 3 Fall, 2003
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