Titles
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Action and Compassion, A Pedagogical Framework for Design Ac...Adaptive Teaching Strategies to Meet Diverse Student Needs: ...Civic Reasoning for Social and Educational equity: Exploring...Classroom Learning Community: An analysis of students’ sel...Collaborative International Exhibition: Looking Out While Lo...Comprehending Bio-Based Materials: Experimental Modes of Lea...Creating a More Inclusive and Adaptive Robotics Training wit...Decentralization and democratization of design educationDefining Pedagogical Innovation in K-12 EducationDesign Research | Research Design: A New Model for Experient...Doors Open & Check-inDreaming of Distant Pleasures: Teaching Geography with Music...Empowering Educators: Creating an Online Manual for Teachin...Flipping the Academic Script: An Instructor's Flipped Approa...From Passive Reception to Active Co-creation: The Ethical De...From speculative to non-Fictitious: How Fieldwork Redefines ...Grounding Virtual Learning Experiences through Creative and ...Heuristic process and speculative architecture in participat...How do generative AI tools as ChatGPT enhance university stu...Instead of Objects: Designing Design EducationIntegrating Artificial Intelligence into Language Learning: ...Lunch Options On-siteModule Office Hours as a Space for Critical Thinking in Busi...Museum / Gallery Visit - The BroadPleasure and Play as a Pedagogical Tools for Building Critic...Racism, Dehumanization and LinguisticsRadLab: Creating a student-centered peer-to-peer research la...Representation as Self-Discovery in the Liberal Arts Classro...RITChina Model of Team Teaching: A Problem-Solving PedagogySocial Gathering - Airliner BarSocial Gathering - Barbara's at the Brewery Student-Developed, Student-Designed: Empowered Learning thro...Students’ Perspectives on Integrating Design Thinking in P...Teaching Information Literacy in a Post-Truth SocietyThe Prison Graduation Initiative: Towards a holistic model o...The Reparative Turn, Consideration, and the Fine Art CritThe Value of Sketching and Architectural Study Abroad: More ...Troubling the Hierarchy of Doctoral Supervision – Critical...Trump’s Racist Rhetoric: How do We Guide our Students and ...Unfazed, Prepared and Excited: Developing Inclusive Pedagogy...Using Signature Pedagogies to Determine Discipline-Specific ...What Professors Talk About When They Talk About Teaching
Schedule

IN-PERSON New Schools of Thought

Part of the Focus on Pedagogy Series
Racism, Dehumanization and Linguistics
R. Balci
9:00 am - 10:30 am

Abstract

This study aims to enlighten students and scholars about the unscientific and racist nature of commonly accepted and circulated knowledge on Indo-European (IE) language classification. This research posits that IE theory was crafted with racist and imperialistic impulses; it was neither scientific nor “discovered”. It exhibits that existence of IE language category relies on a polygenist assumption that it considers only white-skinned people as humans. According to Hebrew Bible, people spoke a common language before the Great Flood; once they built the Tower of Babel, languages dispersed. The Hermeticism idea or the supposed teachings of Hermes Trismegistus dictates that the ancient monotheism and language of Adam as well as the original wisdom and knowledge survived through his son Seth, and it passed to Enoch from Seth’s lineage. Hermetics believe that Noah carried this pre-flood knowledge to the post-flood period before humanity dispersed on earth. Christians have long believed that they were the carriers of antediluvian wisdom and knowledge. Since, premodern European polymaths, including, Leibniz, Kant and Hegel, near univocally accepted that the Great Flood happened in 2340 BCE, they were convinced that they could trace the fragments of not only the long-lost knowledge but also the original language or its fragments. The monogenist and universal quest to find fragments of original language was hijacked by polygenist, racist and imperialist thinkers, who not only crafted imaginary IE language category but also casted Europeans as the descendants of oldest language, knowledge, and wisdom.

Biography

Tamer Balcı is Associate Professor of Modern Middle East history at UTRGV. He received his B.A. in history from Istanbul University, Türkiye and his M.A. and Ph.D. degrees in history from Claremont Graduate University. He teaches world history surveys, Middle East history and various graduate courses. He is a founding co-editor of interdisciplinary journal NETSOL (www.netsoljournal.net). His latest book Identity Games (under review by SUNY Press) covers identify craftsmanship in Europe across the centuries. For his publications: https://utrgv.academia.edu/TamerBalci