The Academic Exchange
13 No. 2
The University and the Public Sphere
What is public scholarship?
The Legacy of the Center for the Study of Public Scholarship at Emory
Scholar, Teacher, Public Policy Player
The balancing act of the modern legal scholar
Turning to Public Scholarship
Race and music
Teaching and Learning in the Public Realm
Lessons on effectiveness
Developing a public voice through the media
Media Strategies for Faculty
"Often, when academics are not involved in [media] conversations, people rely on short-term generalizations to explain the world."
"I have my effectiveness in speaking to diverse audiences, whether it’s to three hundred executives or two thousand teachers, going out and telling them something about the global economy and its implications."
Reflections on a Tragedy
The media and the public stigma around mental illness
Trusted But Not Respected
Nurses in contemporary media
The Public Scholars of the Future
Preparing undergraduates with skills and experiences for public service
Lives Steeped in Stories
Teaching students to become critical consumers of media
More Resources on Critical Media Literacy
"The Bible in one hand, the newspaper in the other"
Cultivating public theologians in the Youth Theological Initiative
[At the beginning of the financial crisis], you had a stage that was a total meltdown, where there was a raw panic; something had to be done in terms of a bailout and the question of who was selected to be bailed out. . . . Unfortunately, when something really goes wrong I think you need a little bit of a public hanging once in a while. So what I would have done is that if you wanted money from the government, I would have treated you the way a venture capital firm would have treated a bankrupt operation that looked like it had promise but needed money. Because the companies who gained from TARP [Troubled Assets Relief Program], with the possible exception of J.P. Morgan and maybe one other, couldn’t open their doors on that Tuesday in September. . . . If they were broke and the only money they could get was from the government, the government should have done two things. First they should have given the money for a much higher price and should have gotten much more for it. So [for] Goldman Sachs or Lehman Brothers, or anybody who went to TARP, the government should have owned 75 or 80 percent of those companies then resold them later on because those companies couldn’t have gotten that money anywhere else. It should have wiped out their shareholders and probably their bondholders.
--Herb Allen, Retired Chief Executive Officer of Allen and Co., an investment bank, and a member of the Board of Directors at Coca-Cola, in a public discussion Wednesday, February 16, 2011, sponsored by the Goizueta Business School
After the Second Great Awakening that took place from the early 1800s into the 1830s, reform movements spread across the country, as Christians attempted to perfect themselves and society. You may be familiar with some of these reforms: temperance, women’s rights, healthy eating—this is when Mr. Graham developed his Graham cracker—and the call for the abolition of slavery. Colleges were not immune from this reforming zeal. For example, in the North, Oberlin College, founded in the 1830s, embraced many of these reforms. In 1848, Asa Mahan, Oberlin’s president, published Science of Moral Philosophy, and in this book he criticized slavery as morally wrong. He based his conclusion on biblical texts from Paul’s first letter to the Corinthians, chapter nine, verses nine and ten, that “He that ploweth should plow in hope, and that he that threshes in hope should be a partaker in his hope.” He drew from this point that for the entire people of God, this one principal, that labor without wages should never, under any circumstances, be permitted among men. In the South, and especially in Georgia and South Carolina, the reforming zeal took on the characteristics of the region. Instead of criticizing slavery, reformers sought to make slavery more humane. . . . Slavery and its defense stood as important pillars of the Southern Methodist Church in the decades before the Civil War. . . . As an institution supported by Methodist Episcopal Church South, Emory College in Oxford, Georgia, adopted the ideology of paternalism and its defense of slavery.
--Susan Ashmore, Associate Professor of History, Oxford College, Life of the Mind lecture, “Histories and Legacies of Race and Slavery at Emory University,” January 26, 2011, sponsored by the Office of the Provost and the Faculty Council
Do we really know what’s going on in North Korea? I don’t think the U.S. intelligence community, nor for that matter the Chinese intelligence community, nor for that matter even WikiLeaks provides sufficient answers to some of these questions that have been raised about North Korea. What does North Korea stand to gain [from military attacks]? You would think that these sorts of provocative behaviors are detrimental to the national interests of North Korea. Obviously Pyongyang doesn’t think so. . . . Will North Korea escalate from brinksmanship to actual war? My brief answer would be no, because North Korea is not interested in war. This is something that many people are concerned about: what if we respond too rigidly to North Korean attacks? Would that not lead to war? North Korea would like most people to think that there’s that possibility. But I don’t think so, because North Korea’s interest is not war; North Korea’s interest is regime survival. . . . Will there be further provocations? Most certainly. Possibly further attacks on Yeonpyeong Island, a third nuclear test. In whatever form it may be, we have not seen the last of North Korean provocation.
—Jung-Hoon Lee, Professor of International Relations, Yonsei University’s Graduate School of International Studies, Seoul, Korea, from his talk on November 30, 2010, co-sponsored by the Halle Institute, Korean Studies program, and the Department of Russian and East Asian Languages and Culture