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Artículos de revistas sobre el tema "Oberlin College (Oberlin, Ohio)"

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Publicado: 26 de julio de 2024

Última modificación: 27 de julio de 2024

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1

Waite, Cally L. "The Segregation of Black Students at Oberlin College after Reconstruction". History of Education Quarterly 41, n.º 3 (2001): 344–64. http://dx.doi.org/10.1111/j.1748-5959.2001.tb00092.x.

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The community of Oberlin, Ohio, located in the northeast corner of the state, holds an important place in the history of the education of Black Americans. In 1834, one year after its founding, the trustees of Oberlin College agreed to admit students, “irrespective of color.” They were the only college, at that time, to adopt such a policy. Oberlin's history as the first college to admit Black students and its subsequent abolitionist activities are crucial to the discussion of Black educational history. Opportunities for education before the Civil War were not common for most of the American population, but for Blacks, these opportunities were close to nonexistent. In the South, it was illegal for Blacks to learn to read or write. In the North, there was limited access to public schooling for Black families. In addition, during the early nineteenth century there were no Black colleges for students to attend. Although Bowdoin College boasted the first Black graduate in 1827, few other colleges before the Civil War opened their doors to Black students. Therefore, the opportunity that Oberlin offered to Black students was extraordinarily important. The decision to admit Black students to the college, and offer them the same access to the college curriculum as their white classmates, challenged the commonly perceived notion of Blacks as childlike, inferior, and incapable of learning.

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2

Meilaender, Gilbert. "Morality in Plague Time: AIDS in Theological Perspective; Lecture 1: Sickness and Sin". Linacre Quarterly 55, n.º 3 (agosto de 1988): 11–22. http://dx.doi.org/10.1080/00243639.1988.11877966.

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The author is a professor of religion at Oberlin College in Oberlin, Ohio. He received his doctorate in philosophy from Princeton University and is the author of four hooks. These Luce Lectures on Religion and the Social Crisis were delivered by the author at Wake Forest University in April, 1988. The author wishes to thank the Department of Religion at Wake Forest for the invitation which provided the opportunity and the occasion to think about the topics treated in the lectures.

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3

Campbell, James. "George Herbert Mead: Philosophy and the Pragmatic Self". Royal Institute of Philosophy Supplement 19 (marzo de 1985): 91–114. http://dx.doi.org/10.1017/s1358246100004549.

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George Herbert Mead was born at the height of America's bloody Civil War in 1863, the year of Lincoln's Emancipation Proclamation and the Gettysburg Address. He was born in New England, in the small town of South Hadley, Massachusetts; but when he was seven years old his family moved to Oberlin, Ohio, so that his father, Hiram Mead, a Protestant minister, could assume a chair in homiletics at the Oberlin Theological Seminary. After his father's death in 1881, Mead's mother, Elizabeth Storrs Billings Mead, briefly taught at Oberlin College. (She later served as the president of Mount Holyoke College from 1890 to 1900.) Mead grew to self-consciousness in this educational atmosphere, amidst the conflict between science and religion over the primacy of efficient or final explanations; and he offers us, in some autobiographical comments, a sense of the difficulties felt by one who saw values on either side: We wished to be free to follow our individual thinking and feeling into an intelligent and sympathetic world without having to bow before incomprehensible dogma or to anticipate the shipwreck of our individual ends and values. We wanted full intellectual freedom and yet the conservation of the values for which had stood Church, State, Science, and Art.

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4

Campbell, James. "George Herbert Mead: Philosophy and the Pragmatic Self". Royal Institute of Philosophy Supplement 19 (marzo de 1985): 91–114. http://dx.doi.org/10.1017/s0957042x00004545.

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George Herbert Mead was born at the height of America's bloody Civil War in 1863, the year of Lincoln's Emancipation Proclamation and the Gettysburg Address. He was born in New England, in the small town of South Hadley, Massachusetts; but when he was seven years old his family moved to Oberlin, Ohio, so that his father, Hiram Mead, a Protestant minister, could assume a chair in homiletics at the Oberlin Theological Seminary. After his father's death in 1881, Mead's mother, Elizabeth Storrs Billings Mead, briefly taught at Oberlin College. (She later served as the president of Mount Holyoke College from 1890 to 1900.) Mead grew to self-consciousness in this educational atmosphere, amidst the conflict between science and religion over the primacy of efficient or final explanations; and he offers us, in some autobiographical comments, a sense of the difficulties felt by one who saw values on either side: We wished to be free to follow our individual thinking and feeling into an intelligent and sympathetic world without having to bow before incomprehensible dogma or to anticipate the shipwreck of our individual ends and values. We wanted full intellectual freedom and yet the conservation of the values for which had stood Church, State, Science, and Art.

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5

Andrade, Carlos Roberto Monteiro de y Alessandra Pavesi. "O planejamento de campi universitários como prática participativa e educativa". Revista Brasileira de Estudos Urbanos e Regionais 14, n.º 1 (31 de mayo de 2012): 187. http://dx.doi.org/10.22296/2317-1529.2012v14n1p187.

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Neste trabalho, são discutidas duas experiências de planejamento de campi universitários norte-americanos que tiveram como principal pressuposto a participação ativada comunidade acadêmica: “The Oregon Experiment”, promovido pela Universidade de Oregon na década de 1970, e o projeto do Lewis Center for Environmental Studies no Collegede Oberlin (Ohio), realizado vinte anos depois, em uma década já fortemente marcada pela emergência da questão ambiental. Não obstante as duas experiências tenham se orientado por distintas teorias e princípios de planejamento historicamente situados, no artigo procura-se evidenciar o conteúdo comum a ambas, que remete ao entendimento da participação como práxis e do campus como um laboratório ideal para a sua realização. Palavras-chave: planejamento; campus; participação; educação; sustentabilidade. Abstract: This paper discusses two campus planning experiences carried out in the USA with the active participation of the academic communities: “The Oregon Experiment”, promoted by the University of Oregon in 1970, and the design of the Lewis Center for Environmental Studies at Oberlin College (Ohio), developed twenty years later, in a decade strongly characterized by the rise of environmental concerns. Despite being oriented by different theoretical backgrounds in different moments, the two experiences have common features. The article seeks to highlight these common aspects; the understanding of participation as a praxis and using the campus as an ideal laboratory for its achievement. Keywords: planning; campus; participation; education; sustainability.

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6

Jernberg, James E. "George Albro Warp". PS: Political Science & Politics 42, n.º 04 (25 de septiembre de 2009): 789–90. http://dx.doi.org/10.1017/s1049096509990382.

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A life of service to others ended on March 26, 2009, when professor emeritus George A. Warp of the Humphrey Institute of Public Affairs of the University of Minnesota passed away at age 95. George was born on June 12, 1913, in Northfield, Ohio, and graduated from Bedford High School in Ohio. Prior to being associated with the University of Minnesota for the past 60 years, he graduated from Oberlin College, Case Western University, and Columbia University, earning degrees in political science, public administration, international administration, as well as law. George served briefly as a political science faculty member at the University of Minnesota, where he met and married his late wife, Lois, in 1940 before entering the U.S. Navy following the entry of the United States into World War II. His service in the Pacific theater led to his postwar appointment as a civilian advisor under General MacArthur in Japan from 1946–1948. Upon completion of that assignment, George returned to the University of Minnesota in 1948 as a professor of political science and served first as associate director and then director of the graduate program in public administration in the department's Public Administration Center until 1965 when the center became a self-standing unit of the College of Liberal Arts. He remained director through 1968 when the center was succeeded by the School of Public Affairs and recreated as the Humphrey Institute of Public Affairs in 1978 as a collegiate unit named as a memorial honoring the late vice president and Minnesota's senator. George served as a professor and chair of graduate admissions until his retirement in 1982.

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7

Waite, Cally L. "Racial Segregation at Oberlin College". Journal of Blacks in Higher Education, n.º 41 (2003): 134. http://dx.doi.org/10.2307/3133794.

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8

Rhea, Thomas. "Electronic Music Plus 17 International Festival, Oberlin Conservatory of Music, Oberlin, Ohio, USA, September 21-23 1989". Computer Music Journal 14, n.º 1 (1990): 67. http://dx.doi.org/10.2307/3680117.

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9

Sandquist, Josh, Laura Romberg y Paul Yancey. "Life as a professor at a small liberal arts college". Molecular Biology of the Cell 24, n.º 21 (noviembre de 2013): 3285–91. http://dx.doi.org/10.1091/mbc.e13-06-0341.

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10

Rosenberg Daneri, Daniel, Gregory Trencher y John Petersen. "Students as change agents in a town-wide sustainability transformation: the Oberlin Project at Oberlin College". Current Opinion in Environmental Sustainability 16 (octubre de 2015): 14–21. http://dx.doi.org/10.1016/j.cosust.2015.07.005.

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11

Horton, James Oliver. "Black Education at Oberlin College: A Controversial Commitment". Journal of Negro Education 54, n.º 4 (1985): 477. http://dx.doi.org/10.2307/2294710.

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12

Reid, Debra A. "Elusive Utopia: The Struggle for Racial Equality in Oberlin, Ohio". Journal of American History 106, n.º 4 (1 de marzo de 2020): 1079–80. http://dx.doi.org/10.1093/jahist/jaz753.

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13

Frantz, Cynthia McPherson, Ifunanya Ezimora, John E. Petersen, Alexandria Edminster, Md Rumi Shammin y Yunzhang Chi. "Measuring Social Dimensions of Sustainability at the Community Level: An Illustrative but Cautionary Tale". Sustainability 16, n.º 10 (16 de mayo de 2024): 4197. http://dx.doi.org/10.3390/su16104197.

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Many communities are working to enhance the sustainability of their physical, economic, and social systems. While economic and physical systems are routinely measured (e.g., money and energy), psychological and behavioral elements of social systems (norms, attitudes, and individual behavior) are seldom tracked. The objective of this research was to evaluate a potentially scalable approach to measure the impact of sustainability initiatives on these variables in a community engaged in holistic sustainability programming. Online survey data were collected in 2012 (N = 155) and 2016 (N = 137), measuring pro-environmental thought and behavior in two towns in Ohio: Oberlin, a community engaged in holistic efforts to enhance environmental sustainability; and a similar community (Berea) used as a control. Survey links were distributed via recruitment letters mailed to randomly selected community residents from a purchased mailing list. We used two (town) by two (time) between subjects’ ANOVAs to evaluate whether Oberlin saw predicted increases in sustainable thought and behavior from 2012 to 2016, compared to the control community. Despite verifiable participation in and awareness of sustainability programs in Oberlin, our survey results did not provide strong evidence that programs resulted in the desired changes in attitudes, norms, and individual behaviors. Recycling attitudes and LED bulb installation were two exceptions. We conclude that assessing the psychological and behavioral dimensions of sustainability poses particular challenges. We encountered ceiling effects and inadequate statistical power. Possibly, norms and attitudes are not easily influenced even by a holistic community-wide effort.

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14

Ricker, Alison Scott. "The Kettering Library and Other Science Collections at Oberlin College:". Science & Technology Libraries 12, n.º 3 (9 de noviembre de 1992): 71–85. http://dx.doi.org/10.1300/j122v12n03_08.

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15

Fredlund, Katherine. "A Feminist and Antiracist History of Composition and Rhetoric at Oberlin College (1846–1851)". College Composition & Communication 72, n.º 3 (1 de febrero de 2021): 413–39. http://dx.doi.org/10.58680/ccc202131161.

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When first admitted to Oberlin College, women were expected to attend their rhetoric courses in silence. Not content with an education that did not prepare them for public speaking, some women students collaborated to educate themselves. Their history uncovers feminist and antiracist disruptions to composition and rhetoric that have much to teach present-day educators.

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16

McCarthy, Claudine. "Attorney and coach weigh in on males participating in women's sports". College Athletics and the Law 20, n.º 8 (noviembre de 2023): 1–5. http://dx.doi.org/10.1002/catl.31240.

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If you’re keeping up with the latest in college athletics, you’ve heard about Kim Russell, the former Oberlin College women's lacrosse coach who was reprimanded by leadership and removed from her coaching position after sharing an Instagram post criticizing the participation of biological males in women's sports. Now, you can hear directly from Russell, who recently became an Ambassador with Independent Women's Forum, and May Mailman, J.D., Senior Legal Fellow at Independent Women's Law Center.

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17

Wallenstein, Peter. "Constructing Black Education at Oberlin College: A Documentary History (review)". West Virginia History: A Journal of Regional Studies 6, n.º 1 (2012): 104–5. http://dx.doi.org/10.1353/wvh.2012.0015.

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18

Talley, Mansfield Kirby. "The 1985 rehang of the old masters at the Allen memorial art museum, Oberlin, Ohio". International Journal of Museum Management and Curatorship 6, n.º 3 (septiembre de 1987): 229–52. http://dx.doi.org/10.1080/09647778709515073.

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19

Mitchell, Megan S., Cynthia H. Comer, Jennifer M. Starkey y Eboni A. Francis. "Paradigm Shift in Reference Services at the Oberlin College Library: A Case Study". Journal of Library Administration 51, n.º 4 (22 de abril de 2011): 359–74. http://dx.doi.org/10.1080/01930826.2011.556959.

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20

Vasseur, Dominique H. "The Touchstone of Memory: My Parents, Oberlin College, and the Second World War". American Imago 75, n.º 2 (2018): 237–69. http://dx.doi.org/10.1353/aim.2018.0012.

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21

Tabb, Winston. "“WHEREFORE ARE THESE THINGS HID?”1 A REPORT OF A SURVEY UNDERTAKEN BY THE ARL SPECIAL COLLECTIONS TASK FORCE". RBM: A Journal of Rare Books, Manuscripts, and Cultural Heritage 5, n.º 2 (1 de septiembre de 2004): 123–26. http://dx.doi.org/10.5860/rbm.5.2.233.

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The conference on Exposing Hidden Collections, hosted by the Association of Research Libraries (ARL) at the Library of Congress in September 2003, was notable for many reasons. Among these were the focus on special collections in the first place; the representation not only from ARL libraries, but also from institutions included in the Oberlin Group of college libraries and the Independent Research Library Association; the expansion of participants to include special collections administrators, library directors, and representatives of foundations and funding agencies; and the emphasis on our dirty little secret, namely, that our libraries collectively hold millions of items that . . .

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22

Hollinger, David A. "The Realist–Pacifist Summit Meeting of March 1942 and the Political Reorientation of Ecumenical Protestantism in the United States". Church History 79, n.º 3 (16 de agosto de 2010): 654–77. http://dx.doi.org/10.1017/s000964071000065x.

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“I hope that the matter of the agreement not to discuss the war can be satisfactorily clarified,” Walter M. Horton wrote to the office of the Federal Council of Churches in November of 1941, referring to a meeting of several hundred liberal Protestant leaders the FCC was planning for the following March. “I found some questioning about it” at a recent meeting of peace advocates, some of whom, Horton continued, expressed fear that if they went to the conference they would be obliged “to swear an oath not to say a word about the dominant reality on the horizon.” The distinguished Oberlin theologian worried that the question of “a just and durable peace” that was to be addressed at the “Delaware Conference”—so named on account of its being held on the Delaware, Ohio, campus of Ohio Wesleyan University—might not be effectively engaged because opponents of American entry into World War II were being asked to shut up in the presence of the self-styled “political realists” who were chiefly behind the conclave.

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23

Barbrow, Sarah, Carol Lubkowski, Sara B. Ludovissy, Sarah Moazeni y Karen Storz. "Up to speed: Library staff and first-generation students get together". College & Research Libraries News 81, n.º 4 (9 de abril de 2020): 182. http://dx.doi.org/10.5860/crln.81.4.182.

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Developing campus-wide programs to foster equity, diversity, and inclusion continues to be an ongoing priority for many colleges and universities across the country. Academic libraries are well positioned to support this work because they are embedded in so many of the functions of their institutions. Moreover, academic library staff have been writing about and practicing critical information literacy and intersectional feminist pedagogy in service of creating spaces in which all patrons can learn and grow. For example, the Oberlin Group, of which Wellesley College is a member, has collaboratively drafted a guide specifically for aggregating resources that promote equity, diversity, and inclusion in libraries.

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24

Bell, John Frederick. "Elusive Utopia: The Struggle for Racial Equality in Oberlin, Ohio by Gary J. Kornblith and Carol Lasser". Civil War History 66, n.º 3 (2020): 319–21. http://dx.doi.org/10.1353/cwh.2020.0044.

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25

Morris, J. Brent. "Declension in Oberlin - Gary J. Kornblith and Carol Lasser. Elusive Utopia: The Struggle for Racial Equality in Oberlin, Ohio. Baton Rouge: Louisiana State University Press, 2018. 344 pp. $48.00 (hardcover), ISBN 9780807169568." Journal of the Gilded Age and Progressive Era 19, n.º 2 (abril de 2020): 356–57. http://dx.doi.org/10.1017/s1537781419000872.

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26

Yamazaki, Shinichi. "Development of an evidence-based guideline for improving self-assessment in Japanese junior colleges". Impact 2020, n.º 8 (16 de diciembre de 2020): 26–28. http://dx.doi.org/10.21820/23987073.2020.8.26.

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Higher education can serve several functions for society. In principle, it aspires to push the boundaries of learning, teaching and our understanding of the world. It also aims to offer people an education which will give them access to more intellectually complex technical jobs. Japanese Junior Colleges are two or three-year higher education and awards an associate degree. They typically offer more vocational and job-related courses than 4-year colleges and universities. Assistant Professor Shinichi Yamazaki is a researcher at J.F. Oberlin University in Tokyo and principal investigator at one of the committees of the Japan Association for College Accreditation (JACA). JACA applies the National Survey for Junior College Students (NSJCS, Tandaiseichosa), which was based on research work leading by him and his team, to assess educational institutions. This research aims to develop an evidence-based guideline for Japanese junior colleges by the NSJCS.

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27

SMITH, KATHERINE. "A SYMBOLIC SITUATION: CLAES OLDENBURG AND ROBERT VENTURI AT THE ALLEN MEMORIAL ART MUSEUM, OBERLIN COLLEGE". Archives of American Art Journal 48, n.º 1/2 (abril de 2009): 46–55. http://dx.doi.org/10.1086/aaa.48.1_2.40649415.

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28

Penney, S. H. "Oberlin, Hotbed of Abolitionism: College, Community, and the Fight for Freedom and Equality in Antebellum America". Journal of American History 102, n.º 1 (1 de junio de 2015): 243–44. http://dx.doi.org/10.1093/jahist/jav270.

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29

Free, David. "News from the Field". College & Research Libraries News 78, n.º 6 (6 de junio de 2017): 294. http://dx.doi.org/10.5860/crln.78.6.294.

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Science librarians were well-represented in the March for Science on Earth Day, April 22, in cities from coast-to-coast, from the heartlands to the deep south and the far west. The March for Science drew tens of thousands of scientists, science communicators, and science enthusiasts worldwide, with a mission statement that was strictly nonpartisan.“It was both exhilarating and exhausting in Washington, D.C., where we spent five hours standing in the rain at the foot of the Washington Monument,” said Alison S. Ricker, head of the Science Library at Oberlin College. “Inspiring messages from speakers and good music kept us energized for the eventual march along Constitution Avenue toward the U.S. Capitol. By the time we passed the EPA building, marchers and spectators were full of enthusiasm, shouting ‘fund the EPA!’ and ‘alternative facts have got to go!’”

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30

Voneida, T. J. "Roger Wolcott Sperry. 20 August 1913—17 April 1994". Biographical Memoirs of Fellows of the Royal Society 43 (enero de 1997): 463–70. http://dx.doi.org/10.1098/rsbm.1997.0025.

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‘Where does behaviour come from? What is the purpose of consciousness?’ Questions such as these, which appeared on the first page of Sperry's class notes in a freshman psychology course at Oberlin College, represent an accurate preview of a career that included major contributions to fundamental issues in neurobiology, psychology and philosophy. Indeed, his first paper, published in the Journal of General Psychology in 1939, entitled ‘Action current study in movement coordination’ (1)*, begins: ‘The objective psychologist, hoping to get at the physiological side of behavior, is apt to plunge immediately into neurology trying to correlate brain activity with modes of experience’, and continues, setting the stage for much that was to follow: ‘The result in many cases only accentuates the gap between the total experience as studied by the psychologist and neural activity as analyzed by the neurologist.’

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31

Quine, W. V. "Two Dogmas in Retrospect". Canadian Journal of Philosophy 21, n.º 3 (septiembre de 1991): 265–74. http://dx.doi.org/10.1080/00455091.1991.10717246.

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In retrospecting ‘Two Dogmas’ I find myself overshooting the mark by twenty years. I think back to college days, 61 years ago. I majored in mathematics and was doing my honors reading in mathematical logic, a subject that had not yet penetrated the Oberlin curriculum. My new love, in the platonic sense, was Whitehead and Russell’s Principia Mathematica.I was taken with the clear, clean incisiveness of its formulas. But this was not true of its long introduction to volume 1, nor of some of the explanatory patches of prose that were interspersed through the three volumes. In those pages and passages the distinction between sign and object, or use and mention, was badly blurred. Partly in consequence, there was vague recourse to intensional properties, or ideas, under the disarmingly technical name of propositional functions. These ill-conceived mentalistic notions paraded as the philosophical foundation for the clean-cut classes, truth functions, and quantification that would have been a far better starting point in their own right.

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32

Nivison, Kenneth. "Oberlin, Hotbed of Abolitionism: College, Community, and the Fight for Freedom and Equality in Antebellum America by J. Brent Morris". Journal of Southern History 82, n.º 1 (2016): 157–58. http://dx.doi.org/10.1353/soh.2016.0064.

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33

Weiner, Dana Elizabeth. "Oberlin, Hotbed of Abolitionism: College, Community, and the Fight for Freedom and Equality in Antebellum America by J. Brent Morris". Middle West Review 4, n.º 1 (2017): 157–60. http://dx.doi.org/10.1353/mwr.2017.0071.

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34

Bell, John Frederick. "Oberlin, Hotbed of Abolitionism: College, Community, and the Fight for Freedom and Equality in Antebellum America by J. Brent Morris". Journal of the Civil War Era 5, n.º 3 (2015): 442–44. http://dx.doi.org/10.1353/cwe.2015.0063.

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35

Luebke, Peter C. "Oberlin, Hotbed of Abolitionism: College, Community, and the Fight for Freedom and Equality in Antebellum America by J. Brent Morris". Civil War History 62, n.º 1 (2016): 88–89. http://dx.doi.org/10.1353/cwh.2016.0004.

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36

Evangelista, Al, KG Hutchins y Kathleen Ragon. "Bringing Autoethnography to Undergraduates". Journal of Autoethnography 4, n.º 2 (2023): 236–54. http://dx.doi.org/10.1525/joae.2023.4.2.236.

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The label “autoethnography” has been applied to a wide range of knowledge-producing practices, from what might be considered “normal” science to narrative-driven writing to performance. These debates highlight some of the most fundamental tensions about legitimate ways of knowing/knowledge production in the contemporary world. Further, one strength of autoethnography as a method lies in situating personal experience within broader political, social, and cultural events, which can create new opportunities in academia for voices often silenced. With these elements of autoethnography in mind, and in response to the COVID-19 pandemic, the authors founded an interdisciplinary autoethnography course cluster and lab at Oberlin College and Conservatory. In this essay, we describe the course cluster, lab, and successes and challenges of each. We also discuss the strategies and innovations of introducing undergraduate students to autoethnography. We hope that our model will be instructive for colleagues with similar goals at their institutions. Through the cross-course workshops and collaborative exercises of the autoethnography lab, our students had the opportunity to use autoethnography not just to analyze their communities but also to build a community of practice.

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37

Roy, Anurupa y Paula Richman. "Tradition and Innovation in the Making of “About Ram”: A Contemporary Indian Puppeteer and a Ramayana Scholar in Conversation". AOQU (Achilles Orlando Quixote Ulysses). Rivista di epica 4, n.º 2 (30 de diciembre de 2023): 275–88. http://dx.doi.org/10.54103/2724-3346/22210.

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Anurupa Roy, director of a troupe of puppeteers in Delhi, India, discusses with Paula Richman, emerita professor at Oberlin College (USA), various facets in the creation of her puppet play About Ram. Roy wanted the audience to experience the diversity of the Ramayana tradition as a tragic love story about a hero (first a prince and later a king) who feels duty-bound to banish his wife with the result that he remains alone for the rest of his life. The play is filled with images of the hero’s past life through animation of his memories and weapons on a screen mounted on stage and music with no words but with a percussion emphasis that draws upon different musical instruments from various regions. Over the period of improvisation by which the performance developed, Roy made the war scenes very stylized and the animator contemporized the weapons to include jet propulsion and machine guns. As part of her goal to develop an embodied language for contemporary puppet practice in India, Roy incorporated dances based on martial arts, which led to a grammar of movement for the puppet performance that was contemporary and engaging.

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38

Austin, Shawn. "BRIAN OWENSBY: “Lo que hoy llamamos economía fue parte íntegra de la vida social y moral." Visitas al Patio 16, n.º 2 (17 de noviembre de 2022): 521–36. http://dx.doi.org/10.32997/rvp-vol.16-num.2-2022-4086.

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Brian Owensby es profesor en el Departamento de Historia Corcoran de la Universidad de Virginia, donde también dirige el Center for Global Inquiry and Innovation. Estudió economía en Oberlin College, Es abogado (juris doctor) de la Universidad de Michigan y Doctor en Historia de la Universidad de Princeton. Ha publicado Intimate Ironies: Making Middle-Class Lives in Modern Brazil (Stanford UP 1999), y Empire of Law and Indian Justice in Colonial Mexico(Stanford UP 2008). Este último ganó el premio Murdo J. McLeod de la sección de Latin America and Caribbean Section de la Southern Historical Association. También es coeditor con Richard Ross del libro Justice in a New World: Negotiating Legal Intelligibility in British, Iberian and Indigenous America (NYU Press, 2018), una comparación de regímenes legales en la América imperial antes de 1800. En esta entrevista, el profesor Owensby comenta sobre su más reciente libro, New World of Gain Europeans, Guaraní, and the Global Origins of ModernEconomy (Stanford UP 2021) que traza la introducción de la ganancia como eje de la vida cotidiana entre los europeos y revela las respuestas de los guaraníes a la imposición de una economía de mercado.

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Dyson, Mary C. "Masterworks for Learning: a college collection catalogue, Allen Memorial Art Museum, Oberlin College, 1998, Mac/Windows 95, Single CD-ROM. ISBN 0-942946-03-0". Convergence: The International Journal of Research into New Media Technologies 5, n.º 1 (marzo de 1999): 120–22. http://dx.doi.org/10.1177/135485659900500113.

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Zaki, Hoda M. "Cally L. Waite. Permission to Remain Among Us: Education for Blacks in Oberlin, Ohio, 1880–1914. Westport, CT: Bergin & Garvey, 2003. 160 pp. Cloth $64.95." History of Education Quarterly 44, n.º 1 (2004): 159–62. http://dx.doi.org/10.1017/s001826800003781x.

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Lestienne, Rémy. "Emergence and the Mind-Body Problem in Roger Sperry’s Studies". Kronoscope 13, n.º 1 (2013): 112–26. http://dx.doi.org/10.1163/15685241-12341262.

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Abstract Roger Sperry’s scientific career from his beginnings at Oberlin College in 1934 to his Nobel Prize in 1981 and his death in 1994 is examined from the point of view of the interaction between his scientific works and the evolution of his scientific philosophy. A progressive disengagement from the initial ambience of a reductionist and behaviorist attitude and a move toward the elaboration of an emergentist view of the mind-body problem is observed. This evolution is based on observations on the global and resistant properties of the central nervous system in animals in which the architecture of peripheral nerves has been surgically modified, on reflections on qualia (subjective global experiences such as that of pain). It follows many detailed observations of patients whose two cerebral hemispheres have been surgically disconnected for medical reasons, and in whom both the cognitive abilities of each separated cortical hemisphere and the unity of consciousness persist. Sperry’s resultant emergentist philosophy is paradigmatic of the strong form of emergence: not only is the global mind more than the sum of its parts, but in consciousness has a definite, downward causation power on subsequent and subjacent neural process. This view may be logically defendable only in a diachronic view of emergence, well in phase with a possible emergentist view of Time itself.

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Lubet, Steven. "Elusive Utopia: The Struggle for Racial Equality in Oberlin, Ohio. By Gary J. Kornblith and Carol Lasser (Baton Rouge, Louisiana State University Press, 2018) 324 pp. $48.00". Journal of Interdisciplinary History 50, n.º 2 (agosto de 2019): 295–97. http://dx.doi.org/10.1162/jinh_r_01430.

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Carey, C. "(A. P.) Burnett The art of Bacchylides. (Martin classical lectures, 29.) Cambridge, Mass, and London: Harvard U.P. (for Oberlin College). 1985. Pp. 207. £20.50." Journal of Hellenic Studies 107 (noviembre de 1987): 196–97. http://dx.doi.org/10.2307/630092.

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Rowe, Jill E. "Elusive Utopia: The Struggle for Racial Equality in Oberlin, Ohio. By Gary J. Kornblith and Carol Lasser. (Baton Rouge, LA: Louisiana State University Press, 2018. Pp. xvii, 324. $48.00.)". Historian 81, n.º 4 (1 de diciembre de 2019): 682–83. http://dx.doi.org/10.1111/hisn.13256.

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West, Stephanie. "ΛΟΓΟΙ - Mabel L. Lang: Herodotean Narrative and Discourse. (Martin Classical Lectures, 28.) Pp. viii+179. Cambridge, MA and London: Oberlin College, Harvard University Press, 1984. £16." Classical Review 37, n.º 1 (abril de 1987): 8–9. http://dx.doi.org/10.1017/s0009840x00100125.

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Cook, Erwin. "(B.) Fenik Homer and the Nibelungenlied: comparative studies in epic style. (Martin classical lectures, 30.) Cambridge, Mass. and London: Harvard University Press (for Oberlin College), 1986. Pp. xvii + 211. £18.95." Journal of Hellenic Studies 109 (noviembre de 1989): 209–10. http://dx.doi.org/10.2307/632056.

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Moss, Hilary. "J. Brent Morris. Oberlin, Hotbed of Abolitionism: College, Community, and the Fight for Freedom and Equality in Antebellum America. Chapel Hill: University of North Carolina Press, 2014. 332 pp. Cloth $34.95." History of Education Quarterly 56, n.º 4 (noviembre de 2016): 673–76. http://dx.doi.org/10.1111/hoeq.12220.

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Hyres, Alexander. "J. Brent Morris, Oberlin, Hotbed of Abolitionism: College, Community, and the Fight for Freedom and Equality in Antebellum America. Chapel Hill: The University of North Carolina Press, 2014. Pp. 352. Cloth 34.95." Journal of African American History 101, n.º 3 (junio de 2016): 360–62. http://dx.doi.org/10.5323/jafriamerhist.101.3.0360.

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Miller, Kimberly. "Snapshots of Reality: A Practical Guide to Formative Assessment in Library Instruction. By Mary Snyder Broussard, Rachel Hickoff-Cresko, and Jessica Urick Oberlin. Chicago: Association of College and Research Libraries, 2014. Pp. vi + 247. $52.00 (paper). ISBN 978-0-8389-8689-9." Library Quarterly 86, n.º 1 (enero de 2016): 125–28. http://dx.doi.org/10.1086/684148.

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Field, Corinne T. "Oberlin, Hotbed of Abolitionism: College, Community, and the Fight for Freedom and Equality in Antebellum America, by J. Brent MorrisOberlin, Hotbed of Abolitionism: College, Community, and the Fight for Freedom and Equality in Antebellum America, by J. Brent Morris. Chapel Hill, University of North Carolina Press, 2014. xiii, 332 pp. $34.95 US (cloth)." Canadian Journal of History 50, n.º 2 (septiembre de 2015): 357–58. http://dx.doi.org/10.3138/cjh.ach.50.2.rev16.

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