Tag Archives: Chris Dolejs

Engagement: Part IV. Building a History

The class project (The Genealogy of the American Present) for our imaginary US History I course of 320 undergraduate students will be a publicly readable (but not publicly editable) wiki that comprises multiple–often overlapping, sometimes contradictory–views of themes, events, individuals, … Continue reading

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Engagement: Part III. Cognition & Competencies

It seems like only yesterday that my preschool chums and I would romp on the playground, clasping hands and chanting nonsense rhymes in unison: Mental disciplinarians, Lamarckian spontan-generians, Transfers! Transfers! All fall down! Only, not wanting to dirty our knees … Continue reading

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Engagement: Part II

Previously, on Engagement: Concerns about coverage and cultural literacy are based on faulty assumptions and nonexistent mandates; they are merely imaginary obstacles to teaching approaches that employ more “doing history” than “listening to history”–and the “listening to history” approach was … Continue reading

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