The Internet Archive Will Digitize & Preserve Millions of Academic Articles with Its New Database, “Internet Archive Scholar”

Open access pub­lish­ing has, indeed, made aca­d­e­m­ic research more acces­si­ble, but in “the move from phys­i­cal aca­d­e­m­ic jour­nals to dig­i­tal­ly-acces­si­ble papers,” Saman­tha Cole writes at Vice, it has also become “more pre­car­i­ous to pre­serve…. If an insti­tu­tion stops pay­ing for web host­ing or changes servers, the research with­in could dis­ap­pear.” At least a cou­ple hun­dred open access jour­nals van­ished in this way between 2000 and 2019, a new study pub­lished on arx­iv found. Anoth­er 900 jour­nals are in dan­ger of meet­ing the same fate.

The jour­nals in per­il include schol­ar­ship in the human­i­ties and sci­ences, though many pub­li­ca­tions may only be of inter­est to his­to­ri­ans, giv­en the speed at which sci­en­tif­ic research tends to move. In any case, “there shouldn’t real­ly be any decay or loss in sci­en­tif­ic pub­li­ca­tions, par­tic­u­lar­ly those that have been open on the web,” says study co-author Mikael Laasko, infor­ma­tion sci­en­tist at the Han­ken School of Eco­nom­ics in Helsin­ki. Yet, in dig­i­tal pub­lish­ing, there are no print­ed copies in uni­ver­si­ty libraries, cat­a­logued and main­tained by librar­i­ans.

To fill the need, the Inter­net Archive has cre­at­ed its own schol­ar­ly search plat­form, a “full­text search index” that includes “over 25 mil­lion research arti­cles and oth­er schol­ar­ly doc­u­ments” pre­served on its servers. These col­lec­tions span dig­i­tized and orig­i­nal dig­i­tal arti­cles pub­lished from the 18th cen­tu­ry to “the lat­est Open Access con­fer­ence pro­ceed­ings and pre-prints crawled from the World Wide Web.” Con­tent in this search index comes in one of three forms:

  • pub­lic web con­tent in the Way­back Machine web archives (web.archive.org), either iden­ti­fied from his­toric col­lect­ing, crawled specif­i­cal­ly to ensure long-term access to schol­ar­ly mate­ri­als, or crawled at the direc­tion of Archive-It part­ners
  • dig­i­tized print mate­r­i­al from paper and micro­form col­lec­tions pur­chased and scanned by Inter­net Archive or its part­ners
  • gen­er­al mate­ri­als on the archive.org col­lec­tions, includ­ing con­tent from part­ner orga­ni­za­tions, uploads from the gen­er­al pub­lic, and mir­rors of oth­er projects

The project is still in “alpha” and “has sev­er­al bugs,” the site cau­tions, but it could, when it’s ful­ly up and run­ning, become part of a much-need­ed rev­o­lu­tion in aca­d­e­m­ic research—that is if the major aca­d­e­m­ic pub­lish­ers don’t find some legal pre­text to shut it down.

Aca­d­e­m­ic pub­lish­ing boasts one of the most rapa­cious legal busi­ness mod­els on the glob­al mar­ket, and one of the most exploita­tive: a dou­ble stan­dard in which schol­ars freely pub­lish and review research for the pub­lic ben­e­fit (osten­si­bly) and very often on the pub­lic dime; while pri­vate inter­me­di­aries rake in astro­nom­i­cal sums for them­selves with pay­walls. The open access mod­el has changed things, but the only way to tru­ly serve the “best inter­ests of researchers and the pub­lic,” neu­ro­sci­en­tist Shaun Khoo argues, is through pub­lic infra­struc­ture and ful­ly non-prof­it pub­li­ca­tion.

Maybe Inter­net Archive Schol­ar can go some way toward bridg­ing the gap, as a pub­licly acces­si­ble, non-prof­it search engine, dig­i­tal cat­a­logue, and library for research that is worth pre­serv­ing, read­ing, and build­ing upon even if it does­n’t gen­er­ate share­hold­er rev­enue. For a deep­er dive into how the Archive built its for­mi­da­ble, still devel­op­ing, new data­base, see the video pre­sen­ta­tion above from Jef­fer­son Bai­ley, Direc­tor of Web Archiv­ing & Data Ser­vices. And have a look at Inter­net Archive Schol­ar here. It cur­rent­ly lacks advanced search func­tions, but plug in any search term and pre­pare to be amazed by the incred­i­ble vol­ume of archived full text arti­cles you turn up.

Relat­ed Con­tent:

The Inter­net Archive Makes 2,500 More Clas­sic MS-DOS Video Games Free to Play Online: Alone in the Dark, Doom, Microsoft Adven­ture, and Oth­ers

Libraries & Archivists Are Dig­i­tiz­ing 480,000 Books Pub­lished in 20th Cen­tu­ry That Are Secret­ly in the Pub­lic Domain

The Boston Pub­lic Library Will Dig­i­tize & Put Online 200,000+ Vin­tage Records

Josh Jones is a writer and musi­cian based in Durham, NC. Fol­low him at @jdmagness

Google Introduces 6‑Month Career Certificates, Threatening to Disrupt Higher Education with “the Equivalent of a Four-Year Degree”

Update: You can find the first of the Google Career Cer­tifi­cates here. They’re also added to our col­lec­tion 200 Online Cer­tifi­cate & Micro­cre­den­tial Pro­grams from Lead­ing Uni­ver­si­ties & Com­pa­nies

I used to make a point of ask­ing every col­lege-apply­ing teenag­er I encoun­tered why they want­ed to go to col­lege in the first place. Few had a ready answer; most, after a deer-in-the-head­lights moment, said they want­ed to be able to get a job — and in a tone imply­ing it was too obvi­ous to require artic­u­la­tion. But if one’s goal is sim­ply employ­ment, does­n’t it seem a bit exces­sive to move across the state, coun­try, or world, spend four years tak­ing tests and writ­ing papers on a grab-bag of sub­jects, and spend (or bor­row) a large and ever-inflat­ing amount of mon­ey to do so? This, in any case, is one idea behind Google’s Career Cer­tifi­cates, all of which can be com­plet­ed from home in about six months. Find the first ones here.

Any such remote edu­ca­tion­al process looks more viable than ever at the moment due to the ongo­ing coro­n­avirus pan­dem­ic, a con­di­tion that also has today’s col­lege-apply­ing teenagers won­der­ing whether they’ll ever see a cam­pus at all. Nor is the broad­er eco­nom­ic harm lost on Google, whose Senior Vice Pres­i­dent for Glob­al Affairs Kent Walk­er frames their Career Cer­tifi­cates as part of a “dig­i­tal jobs pro­gram to help Amer­i­ca’s eco­nom­ic recov­ery.” He writes that “peo­ple need good jobs, and the broad­er econ­o­my needs their ener­gy and skills to sup­port our future growth.” At the same time, “col­lege degrees are out of reach for many Amer­i­cans, and you shouldn’t need a col­lege diplo­ma to have eco­nom­ic secu­ri­ty.”

Hence Google’s new Career Cer­tifi­cates in “the high-pay­ing, high-growth career fields of Data Ana­lyt­ics, Project Man­age­ment, and User Expe­ri­ence (UX) Design,” which join their exist­ing IT Sup­port and IT Automa­tion in Python Cer­tifi­cates.

Host­ed on the online edu­ca­tion plat­form Cours­era, these pro­grams (which run about $300-$400) are devel­oped in-house and taught by Google employ­ees and require no pre­vi­ous expe­ri­ence. To help cov­er their cost Google will also fund 100,000 “need-based schol­ar­ships” and offer stu­dents “hun­dreds of appren­tice­ship oppor­tu­ni­ties” at the com­pa­ny “to pro­vide real on-the-job train­ing.” None of this guar­an­tees any giv­en stu­dent a job at Google, of course, but as Walk­er empha­sizes, “we will con­sid­er our new career cer­tifi­cates as the equiv­a­lent of a four-year degree.”

Tech­nol­o­gy-and-edu­ca­tion pun­dit Scott Gal­loway calls that bach­e­lor’s-degree equiv­a­lence the biggest sto­ry in his field of recent weeks. It’s per­haps the begin­ning of a trend where tech com­pa­nies dis­rupt high­er edu­ca­tion, cre­at­ing afford­able and scal­able edu­ca­tion­al pro­grams that will train the work­force for 21st cen­tu­ry jobs. This could con­ceiv­ably mean that uni­ver­si­ties lose their monop­oly on the train­ing and vet­ting of stu­dents, or at least find that they’ll increas­ing­ly share that respon­si­bil­i­ty with big tech.

This past spring Gal­loway gave an inter­view to New York mag­a­zine pre­dict­ing that “ulti­mate­ly, uni­ver­si­ties are going to part­ner with com­pa­nies to help them expand.” He adds: “I think that part­ner­ship will look some­thing like MIT and Google part­ner­ing. Microsoft and Berke­ley. Big-tech com­pa­nies are about to enter edu­ca­tion and health care in a big way, not because they want to but because they have to.” Whether such uni­ver­si­ty part­ner­ships will emerge as falling enroll­ments put the strain on cer­tain seg­ments of the uni­ver­si­ty sys­tem remains to be seen, but so far Google seems con­fi­dent about going it alone. And where Google goes, as we’ve all seen before, oth­er insti­tu­tions often fol­low.

Note: You can lis­ten to Gal­loway elab­o­rate on how Google may lead to the unbundling of high­er ed here. Lis­ten to the episode “State of Play: The Shar­ing Econ­o­my” from his Prof G pod­cast:

Relat­ed Con­tent:

200 Online Cer­tifi­cate & Micro­cre­den­tial Pro­grams from Lead­ing Uni­ver­si­ties & Com­pa­nies.

Online Degrees & Mini Degrees: Explore Mas­ters, Mini Mas­ters, Bach­e­lors & Mini Bach­e­lors from Top Uni­ver­si­ties.

Google & Cours­era Launch Career Cer­tifi­cates That Pre­pare Stu­dents for Jobs in 6 Months: Data Ana­lyt­ics, Project Man­age­ment and UX Design

Google Launch­es a Free Course on Arti­fi­cial Intel­li­gence: Sign Up for Its New “Machine Learn­ing Crash Course”

Google Launch­es Free Course on Deep Learn­ing: The Sci­ence of Teach­ing Com­put­ers How to Teach Them­selves

Mal­colm Glad­well Asks Hard Ques­tions about Mon­ey & Mer­i­toc­ra­cy in Amer­i­can High­er Edu­ca­tion: Stream 3 Episodes of His New Pod­cast

Niet­zsche Lays Out His Phi­los­o­phy of Edu­ca­tion and a Still-Time­ly Cri­tique of the Mod­ern Uni­ver­si­ty (1872)

Based in Seoul, Col­in Mar­shall writes and broad­casts on cities, lan­guage, and cul­ture. His projects include the book The State­less City: a Walk through 21st-Cen­tu­ry Los Ange­les and the video series The City in Cin­e­ma. Fol­low him on Twit­ter at @colinmarshall, on Face­book, or on Insta­gram.

What Made Richard Feynman One of the Most Admired Educators in the World

If Richard Feyn­man had only ever pub­lished his work in the­o­ret­i­cal physics, his name would still be known far and wide. As it is, Feyn­man remains famous more than thir­ty years after his death in large part for the way he engaged with the pub­lic. From his pop­u­lar text­book The Feyn­man Lec­tures on Physics (which you can read free online here) to his best­selling con­ver­sa­tion­al essay col­lec­tions like Sure­ly You’re Jok­ing, Mr. Feyn­man to the class­es he taught at Cor­nell (now avail­able online) to his demon­stra­tion of what went wrong with the Space Shut­tle Chal­lenger, he kept in con­ver­sa­tion all his life with human­i­ty out­side the realm of pro­fes­sion­al sci­ence. This explains, in part, why Feyn­man became what Bill Gates calls, in the video above, “the best teacher I nev­er had.”

Gates points to Feyn­man’s lec­ture series “The Char­ac­ter of Phys­i­cal Law,” pre­vi­ous­ly fea­tured here on Open Cul­ture, as “a great exam­ple of how he could explain things in a fun and inter­est­ing way to every­one. And he was very fun­ny.”

That sense of humor com­ple­ment­ed a sense of rig­or: “Dr. Feyn­man used a tough process on him­self, where if he did­n’t real­ly under­stand some­thing, he would push him­self,” ask­ing ques­tions like “Do I under­stand this bound­ary case?” and “Do I under­stand why we don’t do it this oth­er way?” Such an effort to find the gaps in and fail­ures of one’s own under­stand­ing may sound famil­iar, fun­da­men­tal as it is to Feyn­man’s “note­book” tech­nique of learn­ing that we’ve post­ed about more than once before.

You only know how well you under­stand some­thing when you explain it to some­one else; many of us real­ize this, but Feyn­man lived it. The depth of his own under­stand­ing allowed him nev­er to be bor­ing: “Feyn­man made sci­ence so fas­ci­nat­ing,” Gates says, “He remind­ed us how much fun it is,” and in so doing empha­sized that “every­body can have a pret­ty full under­stand­ing. He’s such a joy­ful exam­ple of how we’d all like to learn and think about things.” Though the term “sci­ence com­mu­ni­ca­tor” was­n’t in wide use dur­ing Feyn­man’s life­time, he played the role to near-per­fec­tion. And in the kind of mate­ri­als high­light­ed here, he con­tin­ues to con­vey not just knowl­edge but, as he liked to put it, the plea­sure of find­ing things out.

Relat­ed Con­tent:

The Feyn­man Lec­tures on Physics, The Most Pop­u­lar Physics Book Ever Writ­ten, Is Now Com­plete­ly Online

‘The Char­ac­ter of Phys­i­cal Law’: Richard Feynman’s Leg­endary Course Pre­sent­ed at Cor­nell, 1964

Richard Feynman’s “Lost Lec­ture:” An Ani­mat­ed Retelling

Richard Feyn­man Intro­duces the World to Nan­otech­nol­o­gy with Two Sem­i­nal Lec­tures (1959 & 1984)

Richard Feynman’s “Note­book Tech­nique” Will Help You Learn Any Subject–at School, at Work, or in Life

The “Feyn­man Tech­nique” for Study­ing Effec­tive­ly: An Ani­mat­ed Primer

Based in Seoul, Col­in Mar­shall writes and broad­casts on cities, lan­guage, and cul­ture. His projects include the book The State­less City: a Walk through 21st-Cen­tu­ry Los Ange­les and the video series The City in Cin­e­ma. Fol­low him on Twit­ter at @colinmarshall, on Face­book, or on Insta­gram.

Explore an Interactive, Online Version of the Beautifully Illustrated, 200-Year-Old British & Exotic Mineralogy

What if I said the prob­lem with STEM edu­ca­tion is that it doesn’t include near­ly enough art? For one thing, I would only echo what STEAM pro­po­nents have said for years. This does­n’t only mean that stu­dents should study the arts with the same seri­ous­ness as they do the sci­ences. But that sci­ence should be taught through the arts, as it was in the 19th cen­tu­ry when Nat­u­ral­ists relied on fine art illus­tra­tion.

Maybe increas­ing com­plex­i­ty demands charts and graphs, but there are rea­sons oth­er than hip anti­quar­i­an­ism to cher­ish 19th cen­tu­ry sci­en­tif­ic art, and to aim for some­thing close to its high aes­thet­ic stan­dards. Humans seem to find nature far more awe-inspir­ing when it’s medi­at­ed by paint­ing, poet­ry, nar­ra­tive, music, fine art pho­tog­ra­phy, etc. We want to be emo­tion­al­ly moved by sci­ence. As such, few guides to the nat­ur­al world have ele­vat­ed their sub­jects as high­ly as British & Exot­ic Min­er­al­o­gy, a mul­ti­vol­ume ref­er­ence work for… well, rocks, to put it vul­gar­ly, pub­lished between 1802 and 1817.

Dur­ing these years, “notable nat­u­ral­ist, illus­tra­tor, and min­er­al­o­gist James Sower­by drew intri­cate pic­tures of min­er­als in an effort to illus­trate the topo­graph­ic min­er­al­o­gy of Great Britain and min­er­als not yet known to it,” writes Nicholas Rougeux. “These illus­tra­tions were some of the finest on the sub­ject and are still con­sid­ered by some to be to this day.” Though he was sure­ly com­pen­sat­ed for his work, Sowerby’s detailed draw­ings come across as labors of devo­tion.

Rather than just print­ing them on post­cards or tote bags (though he does sell posters), Rougeux has done for Sowerby’s min­er­als what he had pre­vi­ous­ly done for oth­er clas­sic text­books and tax­onomies from the past, such as the 200-year-old Werner’s Nomen­cla­ture of Colours and Euclid’s Ele­ments from 1847. Dig­i­tiz­ing the 718 illus­tra­tions on one sprawl­ing inter­ac­tive page allows him to retain their edu­ca­tion­al val­ue: click on any indi­vid­ual min­er­al and you’ll bring up an enlarged image fol­lowed by excerpts from the text.

You have nev­er seen such rocks as these, no mat­ter how many uncut gems you’ve held in your hand. Because these illus­tra­tions turn them into some­thing else—crystalline palaces, alien organs, pet­ri­fied explo­sions, moldy loaves of bread… all the many shapes that time can take in rock form. They aren’t all beau­ti­ful rocks, but they are each beau­ti­ful­ly-ren­dered with lines that might remind us of the most skilled com­ic artists, who are per­haps some of the last inher­i­tors of this kind of graph­ic style. Sower­by him­self illus­trat­ed sev­er­al oth­er sci­en­tif­ic works, includ­ing series on biol­o­gy, mycol­o­gy, and a col­or sys­tem of his own devis­ing.

“We feel much plea­sure in pre­sent­ing our friends with a fig­ure and account of the most per­fect and rare spec­i­men yet found of this sub­stance,” begins the text accom­pa­ny­ing Hydrargillite, above, which resem­bles a small, mis­shapen moon or aster­oid. Rougeux also takes quite a bit of plea­sure in his work of recov­er­ing these ref­er­ence books and mak­ing them beau­ti­ful­ly use­ful once again for 21st cen­tu­ry read­ers. You can read his detailed account of the orig­i­nal illus­tra­tions and his adap­ta­tion of them for use on the web here.

While appre­ci­at­ing the fin­er points of col­or, line, and com­po­si­tion in Rougeux’s tapes­try of vin­tage min­er­al illus­tra­tions, you might just inad­ver­tent­ly expand your knowl­edge and appre­ci­a­tion of min­er­al­o­gy. You can also read the entire British & Exot­ic Min­er­al­o­gy, if you’ve got the time and incli­na­tion, at the Inter­net Archive.

via Kot­tke

Relat­ed Con­tent:

The Bio­di­ver­si­ty Her­itage Library Makes 150,000 High-Res Illus­tra­tions of the Nat­ur­al World Free to Down­load

Explore an Inter­ac­tive, Online Ver­sion of Werner’s Nomen­cla­ture of Colours, a 200-Year-Old Guide to the Col­ors of the Nat­ur­al World

A Beau­ti­ful­ly-Designed Edi­tion of Euclid’s Ele­ments from 1847 Gets Dig­i­tized: Explore the New Online, Inter­ac­tive Repro­duc­tion

Josh Jones is a writer and musi­cian based in Durham, NC. Fol­low him at @jdmagness

A Free Stanford Course on How to Teach Online: Watch the Lectures Online

Ear­li­er this month, Stan­ford’s Online High School offered (in part­ner­ship with Stan­ford Con­tin­u­ing Stud­ies) a free, five-day course “Teach Your Class Online: The Essen­tials.” With many schools start­ing the next aca­d­e­m­ic year online, this course found a large audi­ence. 7,000 teach­ers signed up. Aimed at mid­dle and high school teach­ers, the course cov­ered “gen­er­al guide­lines for adapt­ing your course to an online for­mat, best prac­tices for var­ied sit­u­a­tions, com­mon pit­falls in online course design, and how to trou­bleshoot stu­dent issues online.”

The videos from “Teach Your Class Online: The Essen­tials” are all now avail­able online. You can watch them in sequen­tial order, mov­ing from top to bot­tom, here. Or watch them on this Stan­ford host­ed page. Day 1 (above) pro­vides a gen­er­al intro­duc­tion to teach­ing online. See top­ics cov­ered in Days 2–5 below.

Please feel free to share these videos with any teach­ers. And if any­one watch­es these lec­tures and takes good class notes (ones oth­er teach­ers can use), please let us know. We would be hap­py to help share them with oth­er teach­ers.

Final­ly, just to give you a lit­tle back­ground, Stan­ford’s Online High School has oper­at­ed as a ful­ly-online, inde­pen­dent, accred­it­ed high school since 2006. Stan­ford Con­tin­u­ing Stud­ies pro­vides open enroll­ment cours­es to adults world­wide. All of its cours­es are cur­rent­ly online. For any­one inter­est­ed, Cours­era also offers a spe­cial­iza­tion (a series of five cours­es) on online learn­ing called the Vir­tu­al Teacher. It can be explored here.

 

Day 2

  • Get­ting Spe­cif­ic: Sit­u­a­tions and Tools
  • Sci­ence: Labs in Online Ped­a­gogy

 

Day 3

  • Online Class­room Exam­ple Clips
  • Build­ing and Main­tain­ing a Class­room
    Com­mu­ni­ty

 

Day 4

  • Review of Sub­mit­ted Sam­ple Les­son Drafts
  • Trou­bleshoot­ing Obsta­cles to Suc­cess in the Online Envi­ron­ment

 

Day 5

  • Math: Using Writ­ing Tablets and White­boards
  • Mod­ern Lan­guages: Tips for High­ly Inter­ac­tive Class Dur­ing Which Stu­dents Active­ly Speak and Write in the Tar­get Lan­guage
  • Human­i­ties: Pro­duc­tive Class­room Con­ver­sa­tions About Chal­leng­ing Sub­jects
  • Clos­ing Thoughts

 

Relat­ed Con­tent:

1,700 Free Online Cours­es from Top Uni­ver­si­ties.

How Schools Can Start Teach­ing Online in a Short Peri­od of Time: Free Tuto­ri­als from the Stan­ford Online High School

“I Will Sur­vive,” the Coro­n­avirus Ver­sion for Teach­ers Going Online

by | Permalink | Make a Comment ( 14 ) |

Emma Willard, the First Woman Mapmaker in America, Creates Pioneering Maps of Time to Teach Students about Democracy (Circa 1851)

We all know Mar­shall McLuhan’s pithy, end­less­ly quotable line “the medi­um is the mes­sage,” but rarely do we stop to ask which one comes first. The devel­op­ment of com­mu­ni­ca­tion tech­nolo­gies may gen­uine­ly present us with a chick­en or egg sce­nario. After all, only a cul­ture that already prized con­stant visu­al stim­uli but gross­ly under­val­ued phys­i­cal move­ment would have invent­ed and adopt­ed tele­vi­sion.

In Soci­ety of the Spec­ta­cle, Guy Debord ties the ten­den­cy toward pas­sive visu­al con­sump­tion to “com­mod­i­ty fetishism, the dom­i­na­tion of soci­ety by ‘intan­gi­ble as well as tan­gi­ble things,’ which reach­es its absolute ful­fill­ment in the spec­ta­cle, where the tan­gi­ble world is replaced by a selec­tion of images which exist above it, and which simul­ta­ne­ous­ly impose them­selves as the tan­gi­ble par excel­lence.” It seems an apt descrip­tion of a screen-addict­ed cul­ture.

What can we say, then, of a cul­ture addict­ed to charts and graphs? Ear­li­est exam­ples of the form were often more elab­o­rate than we’re used to see­ing, hand-drawn with care and atten­tion. They were also not coy about their ambi­tions: to con­dense the vast dimen­sions of space and time into a two-dimen­sion­al, col­or-cod­ed for­mat. To tidi­ly sum up all human and nat­ur­al his­to­ry in easy-to-read visu­al metaphors.

This was as much a reli­gious project as it was a philo­soph­i­cal, sci­en­tif­ic, his­tor­i­cal, polit­i­cal, and ped­a­gog­i­cal one. The domains are hope­less­ly entwined in 18th and 19th cen­tu­ry. We should not be sur­prised to see them freely min­gle  the ear­li­est info­graph­ics. The cre­ators of such images were poly­maths, and deeply devout. Joseph Priest­ly, Eng­lish chemist, philoso­pher, the­olo­gian, polit­i­cal the­o­rist and gram­mar­i­an, made sev­er­al visu­al chronolo­gies rep­re­sent­ing “the lives of two thou­sand men between 1200 BC and 1750 AD” (con­vey­ing a clear mes­sage about the sole impor­tance of men).

“After Priest­ly,” writes the Pub­lic Domain Review, “time­lines flour­ished, but they gen­er­al­ly lacked any sense of the dimen­sion­al­i­ty of time, rep­re­sent­ing the past as a uni­form march from left to right.” Emma Willard, “one of the century’s most influ­en­tial edu­ca­tors” set out to update the tech­nol­o­gy, “to invest chronol­o­gy with a sense of per­spec­tive.” In her 1836 Pic­ture of Nations; or Per­spec­tive Sketch of the Course of Empire, above (view and down­load high res­o­lu­tion images here), she presents “the bib­li­cal Cre­ation as the apex of a tri­an­gle that then flowed for­ward in time and space toward the view­er.”

The per­spec­tive is also a forced point of view about ori­gins and his­to­ry. But that was exact­ly the point: these are didac­tic tools meant for text­books and class­rooms. Willard, “America’s first pro­fes­sion­al female map­mak­er,” writes Maria Popo­va, was also a “pio­neer­ing edu­ca­tor,” who found­ed “the first women’s high­er edu­ca­tion insti­tu­tion in the Unit­ed States when she was still in her thir­ties…. In her ear­ly for­ties, she set about com­pos­ing and pub­lish­ing a series of his­to­ry text­books that raised the stan­dards and sen­si­bil­i­ties of schol­ar­ship.”

Willard rec­og­nized that lin­ear graphs of time did not accu­rate­ly do jus­tice to a three-dimen­sion­al expe­ri­ence of the world. Humans are “embod­ied crea­tures who yearn to locate them­selves in space and time.” The illu­sion of space and time on the flat page was an essen­tial fea­ture of Willard’s under­ly­ing pur­pose: “lay­ing out the ground-plan of the intel­lect, so far as the whole range of his­to­ry is con­cerned.” A prop­er under­stand­ing of a Great Man (and at least one Great Woman, Hypa­tia) ver­sion of history—easily con­densed, since there were only around 6,000 years from the cre­ation of the universe—would lead to “enlight­ened and judi­cious sup­port­ers” of democ­ra­cy.

His­to­ry is rep­re­sent­ed lit­er­al­ly as a sacred space in Willard’s 1846 Tem­ple of Time, its prov­i­den­tial begin­nings for­mal­ly bal­anced in equal pro­por­tion to its every mon­u­men­tal stage. Willard’s intent was express­ly patri­ot­ic, her trap­pings self-con­scious­ly clas­si­cal. Her maps of time were ways of sit­u­at­ing the nation as a nat­ur­al suc­ces­sor to the empires of old, which flowed from the divine act of cre­ation. They show a pro­gres­sive widen­ing of the world.

“Half a cen­tu­ry before W.E.B. Du Bois… cre­at­ed his mod­ernist data visu­al­iza­tions for the 1900 World’s Fair,” Popo­va writes, The Tem­ple of Time “won a medal at the 1851 World’s Fair in Lon­don.” Willard accom­pa­nied the info­graph­ic with a state­ment of intent, artic­u­lat­ing a media the­o­ry, over a hun­dred years before McLuhan, that sounds strange­ly antic­i­pa­to­ry of his famous dic­tum.

The poet­ic idea of “the vista of depart­ed years” is made an object of sight; and when the eye is the medi­um, the pic­ture will, by fre­quent inspec­tion, be formed with­in, and for­ev­er remain, wrought into the liv­ing tex­ture of the mind.

Learn more about Emma Willard’s info­graph­ic rev­o­lu­tion at the Pub­lic Domain Review and Brain Pick­ings.

Relat­ed Con­tent:

Joseph Priest­ley Visu­al­izes His­to­ry & Great His­tor­i­cal Fig­ures with Two of the Most Influ­en­tial Info­graph­ics Ever (1769)

An Archive of 800+ Imag­i­na­tive Pro­pa­gan­da Maps Designed to Shape Opin­ions & Beliefs: Enter Cornell’s Per­sua­sive Maps Col­lec­tion

Down­load 91,000 His­toric Maps from the Mas­sive David Rum­sey Map Col­lec­tion

Josh Jones is a writer and musi­cian based in Durham, NC. Fol­low him at @jdmagness

A Free Stanford Course on How to Teach Online: Designed for Middle & High School Teachers (July 13 — 17)

This fall, many teach­ers (across the coun­try and the world) will be asked to teach online–something most teach­ers have nev­er done before. To assist with that tran­si­tion, the Stan­ford Online High School and Stan­ford Con­tin­u­ing Stud­ies have teamed up to offer a free online course called Teach­ing Your Class Online: The Essen­tials. Taught by vet­er­an instruc­tors at Stan­ford Online High School (OHS), this course “will help mid­dle and high school instruc­tors move from gen­er­al con­cepts for teach­ing online to the prac­ti­cal details of adapt­ing your class for your stu­dents.” The course is free and runs from 1–3 pm Cal­i­for­nia time, July 13 — 17. You can sign up here.

For any­one inter­est­ed, Stan­ford will also offer addi­tion­al cours­es that give teach­ers the chance to prac­tice teach­ing their mate­r­i­al online and get feed­back from Stan­ford Online High School instruc­tors. Offered from July 20 — July 24, those cours­es cost $95. Click to this page, and scroll down to enroll.

Relat­ed Con­tent:

1,500 Free Online Cours­es from Top Uni­ver­si­ties

How Schools Can Start Teach­ing Online in a Short Peri­od of Time: Free Tuto­ri­als from the Stan­ford Online High School

“I Will Sur­vive,” the Coro­n­avirus Ver­sion for Teach­ers Going Online

by | Permalink | Make a Comment ( 31 ) |

The History of the 1918 Flu Pandemic, “The Deadliest Epidemic of All Time”: Three Free Lectures from The Great Courses

In one cas­cade of events after anoth­er, peo­ple are find­ing out the nor­mal they once knew doesn’t exist any­more. Instead it feels as if we’re liv­ing through sev­er­al past crises at once, try­ing to cram as much his­tor­i­cal knowl­edge as we can to make sense of the moment. 2020 espe­cial­ly feels like an echo of 1918–1919, when the “dead­liest epi­dem­ic of all time,” as The Great Cours­es calls the “Span­ish flu,” killed mil­lions (then the U.S. devolved into a wave of racist vio­lence.) By offer­ing exam­ples of both neg­a­tive and pos­i­tive respons­es, the his­to­ry, soci­ol­o­gy, and epi­demi­ol­o­gy of the 1918 flu can guide deci­sion-mak­ing as we pre­pare for a sec­ond wave of COVID-19 infec­tions.

The Great Cours­es start­ed offer­ing free resources on the coro­n­avirus out­break back in March, with a brief “What You Need to Know” explain­er and a free lec­ture course on infec­tious dis­eases. After catch­ing up on the his­to­ry of epi­demics, we’ll find our­selves nat­u­ral­ly won­der­ing why we learned lit­tle to noth­ing about the Span­ish flu.

The three-part lec­ture series here, excerpt­ed from the larg­er course Mys­ter­ies of the Micro­scop­ic World (avail­able with a Free Tri­al to the Great Cours­es Plus), begins by bold­ly call­ing this his­tor­i­cal lacu­na “A Con­spir­a­cy of Silence.” Tulane pro­fes­sor Bruce E. Fleury quotes Alfred Cros­by, who writes in America’s For­got­ten Pan­dem­ic, “the impor­tant and almost incom­pre­hen­si­ble fact about the Span­ish influen­za, is that it killed mil­lions upon mil­lions of peo­ple in a year or less… and yet, it has nev­er inspired awe, not in 1918 and not since.”

Epi­dem­ic dis­eases that have had tremen­dous impact in the past have become the sub­ject of lit­er­ary epics. Few epi­demics have accom­plished mass death “through sheer brute force” like the 1918 flu. The num­bers are tru­ly stag­ger­ing, in the tens to hun­dreds of mil­lions world­wide, with U.S. deaths dwarf­ing the com­bined casu­al­ties of all the coun­try’s major wars. Yet there are only a few men­tions of the flu in Amer­i­can lit­er­a­ture from the time. Fleury men­tions some rea­sons for the amne­sia: WWI “took cen­ter stage,” sur­vivors were too trau­ma­tized to want to remem­ber. We may still won­der why we should look back over 100 years ago and learn about the past when cur­rent events are so all-con­sum­ing.

“His­to­ry com­pels us not to look away,” pro­fes­sor Fleury says, “lest we fail to learn the lessons paid for by our par­ents and our grand­par­ents.” Faulkn­er, it seems, was right that the past is nev­er past. But we need not respond in the same failed ways each time. The abil­i­ty to study and learn from his­to­ry gives us crit­i­cal per­spec­tive in per­ilous, uncer­tain times.

Sign up here for a free tri­al to the Great Cours­es Plus now rebrand­ed as Won­dri­um.

Relat­ed Con­tent:

Span­ish Flu: A Warn­ing from His­to­ry

Louis Arm­strong Remem­bers How He Sur­vived the 1918 Flu Epi­dem­ic in New Orleans

Watch “Coro­n­avirus Out­break: What You Need to Know,” and the 24-Lec­ture Course “An Intro­duc­tion to Infec­tious Dis­eases,” Both Free from The Great Cours­es

Josh Jones is a writer and musi­cian based in Durham, NC. Fol­low him at @jdmagness

« Go BackMore in this category... »
Quantcast