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Daring to be Different; Interdisciplinary Study and Team-Teaching in the Cross-Cultural Classroom
Gordon E. Slethaug 한국영미문학교육학회 2003 영미문학교육 Vol.7 No.1
Internationalization and globalization have affected education as importantly as finance, economics, and politics. This is nowhere more true than in the American Studies classroom at the University of Hong Kong, where "American-style teaching" has come to be a celebrated phenomenon. In some respects this is a surprising development in a university and city with strong British-based curriculum traditions and teacher-oriented Asian classroom practices. Nevertheless, creative teachers who worked well together in an interdisciplinary classroom developed a student-oriented American Studies curriculum where students and teachers alike participated in a unique learning experience that valued knowledge transfer, student discussion, team-teaching, student-faculty interaction, and self-conscious awareness of international teaching methods that can, and sometimes cannot, work.
( Gordon E. Slethaug ) 서울대학교 미국학연구소 2010 미국학 Vol.33 No.1
In commenting on the huge accumulation of wealth in America, Larry Samuel (Rich: The Rise and Fall of American Wealth Culture) marvels that, even with the current Great Recession, there has never before been so much real wealth in the world and so many rich people in America. In 1861 there were only three millionaires in the USA, but by 2007 “there were 9.9 million millionaire households.” With that fantastic increase, “the democratization of wealth in America has diluted the social signifiers or markers of elitism-sense of privilege and entitlement, discreetness, understatedness, noblesse oblige, snobbery-that once were assigned to the rich.” Rich calls this a “social downfall” of the current wealthy elite because they are no longer respected the way their rich forbears were. However, the wealthy elite in America always had to take an extra step to demonstrate that they were not merely rich, but deservedly wealthy. Early members of the Puritan community needed to demonstrate that getting wealthy was part of God`s providential plan. In the 18th- and 19th centuries, the wealthy needed to show that they were well connected with good breeding. Unconnected, upstart members of the Gilded Age like the Vanderbilts and Morgans needed to show that they had social graces and could mingle with and marry aristocrats. Other robber barons such as John D. Rockefeller. Sr. who bridged the 19th and 20th centuries and who were regarded as unscrupulous pariahs needed to demonstrate that they could attain special worthiness. This presentation, using the example of John D. Rockefeller. Sr. and his children and grandchildren in New York City, explores the ways that richelite have always needed to prove themselves rightful beneficiaries of wealth and worthy of social approval.