Thinking Points: Communicating Our American Values and Vision

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Max Bergholz is Associate Professor of History at Concordia University in Montreal, where he has taught since 2011. His interests include microhistorical approaches to the history of modern Europe, with a particular focus on the local dynamics of nationalism, intercommunal violence, and historical memory. He is the author of Violence as a Generative Force: Identity, Nationalism, and Memory in a Balkan Community (Cornell University Press, 2016), which has won numerous prizes, including the 2017 Herbert Baxter Adams Prize from the American Historical Association. His current book project investigates subnational variation in interethnic violence through the history of several neighboring communities in the Balkans during the first half of the twentieth century. CNS: While you were the President of the Juilliard School, you reiterated the importance of humanities studies for music students, encouraging them to read extensively. Why do you regard humanities studies crucial to music students? Does it have anything to do with your own musical path growth?

CNS: What kind of platform does Tianjin Juilliard School provide for combining traditional Chinese music with Western music?The Skeptics' Guide to the Universe: How to Know What's Really Real in a World Increasingly Full of Fake, by Steven Novella In reflective thinking, we reflect upon past experiences and learn from them. For example, if an individual left their house at 9 am to go catch a bus but missed their bus, they would perhaps consider leaving home five or ten minutes earlier the next time. Critical Thinking A mong the first to praise and critically engage with Anderson’s contribution was the political theorist and historian Partha Chatterjee. For him, Anderson’s originality lay in the fact that he “subvert[ed] the determinist scheme” that many scholars of nationalism had put forth, in which they portrayed nations as products of specific sociological conditions (e.g., industrialism), by “asserting that the nation [was] ‘an imagined political community.’” 40 Chatterjee, however, felt that Anderson did not adequately extend agency in this process of imagining to all parts of the globe: “If nationalisms in the rest of the world have to choose their imagined community from certain ‘modular’ forms already made available to them by Europe and the Americas, what do they have left to imagine? History, it would seem, has decreed that we in the postcolonial world shall only be perpetual consumers of modernity … Even our imaginations must remain forever colonialized.” 41 Notable in Chatterjee’s reflections was his acceptance and appreciation of the notion of “an imagined community.” At the same time, Grandin and I have many of the same ideas. We both understand cost overruns and cytokine storms; we arrive, by divergent routes, at the same destinations. How different do our minds really make us? And what should we make of our differences? Only as we live, think, feel, and work outside the home, do we become humanly developed, civilized, socialized .- Women and economics.

American Psychological Association. (n.d.). APA Dictionary of Psychology. American Psychological Association. https://dictionary.apa.org After the Tucson conference, Hurlburt and Schwitzgebel published a book together, “Describing Inner Experience? Proponent Meets Skeptic.” The book is a dialogue built around eighteen moments in the mind of a beeper-wearing recent college graduate named Melanie. Hurlburt believes that it’s possible to figure out what’s happened in Melanie’s head. Schwitzgebel thinks that a lot of what we say about what happens in our minds is intrinsically untrustworthy, because, in a sense, thinking is too dreamlike to be described. Ultimately, he suspects that “we may be fairly similar inside, though we answer questions about our experience differently.”Also at the same time, she was aware that her toes were cold. This was a noticing or sensory awareness of the coldness that was present in her awareness at the last undisturbed moment before the beep. It did not seem to involve an explicit thought process. CNS: How did you implement your ideas while you were the President of the Juilliard School? What kind of bold moves did you implement? S, R. (2016, August 17). Types, Development and Tools: Psychology. Psychology Discussion – Discuss Anything About Psychology. https://www.psychologydiscussion/types-development-and-tools-psychology/2058.