Finding Aid for the Hub Walker Collection (MUM00461)

Collection contains correspondence, programs, photographs, restaurant menus, and miscellaneous notes and newspaper clippings related to the life of Hub Walker. Items were created 1925-1953

PEMIKIRAN MOHAMMAD HATTA TENTANG EKONOMI KOPERASI TAHUN 1925-1953

Abstrak Mohammad Hatta adalah intelektual di bidang ekonomi, yang mencurahkan idenya untuk kemajuan bangsa salah satunya dengan koperasi. Pendirian koperasi tidak terlepas dari kondisi masyarakat Indonesia yang memprihatinkan akibat penjajahan terutama kondisi ekonomi. Rakyat banyak yang terjebak hutang oleh lintah dara dengan bunga yang tinggi. Koperasi mempunyai persamaan dengan sistem sosial asli yang berakar dari adat istiadat bangsa Indonesia, yakni kolektivisme. Masyarakat gotong-royong Indonesia gemar tolong-menolong, sementara koperasi juga menganut prinsip tolong-menolong Dari latar belakang di atas, maka timbul beberapa rumusan masalah  yang terdiri dari : 1. Apa yang melatar belakangi pemikiran Mohammad Hatta tentang ekonomi koperasi? 2. Bagaimana implementasi pemikiran Mohammad Hatta tentang ekonomi koperasi terhadap perekonomian rakyat Indonesia? Mohammad Hatta yang berlatar belakang dari keluarga berdagang, membuat Hatta menekuni bidang ekonomi. Hatta meneruskan gerakan koperasi yang sebelumnya sudah pernah diadakan, pemikiran didorong oleh kondisi rakyat Indonesia yang memprihatinkan, tekanan penjajah membuat rakyat menderita terutama masalah ekonomi. Sejak belajar di negeri Belanda hingga menjadi anggota Perhimpunan Indonesia, Hatta terjun langsung mempelajari koperasi di negera-negara Eropa yang mampu meningkatkan perekonomian rakyat. Ide Hatta diterapkan di Indonesia, dengan didasarkan pada adat istiadat bangsa Indonesia yaitu gotong royong, ide Hatta juga tertuang dalam pasal 33 UUD 1945. Hatta bertindak aktif dalam usaha mengembangkan koperasi sebagai soko guru perekonomian Indonesia bahkan Hatta terjun langsung mengawasi gerakan koperasi, hingga Hatta ditetapkan sebagai Bapak Koperasi Indonesia.   Kata kunci : Mohammad Hatta, pemikiran, ekonomi koperasi &nbsp

Dewey and “the Greeks:” Inquiry and the Organic Spirit of Greek Philosophy.

Those who have considered the connection between Dewey’s theory of inquiry and Greek thought have mostly situated their remarks within larger points, regarding either teaching and learning (Garrison, 1997; Johnston, 2006b; Cahn, 2007) or aesthetics and craft (Alexander, 1987; Hickman, 1990). The fact that this area remains somewhat underexplored could be chalked up to several factors: 1) Dewey was often quite critical of the classical tradition, particularly when it came to theories of knowledge, 2) Dewey was not a trained classicist, with little working knowledge of ancient Greek, and was self-admittedly not a historian of philosophy, and 3) whenever Dewey did turn positive attention toward ancient thought, he tended to speak in generalities, referring most often to “the Greeks” rather than any particular Greek thinker. In spite of this, there remain many compelling reasons to place Dewey’s views on inquiry in meaningful dialogue with the classical tradition. I will suggest that the most compelling of all is the link between Dewey’s view of inquiry and his particular brand of naturalism, which found its fullest expression late in his career. This is an underappreciated connection in Dewey’s work on inquiry, either taking a backseat to the instrumental, experimental themes in his thought or misinterpreted as a form of positivism/scientism. Once acknowledged, however, this connection could help bring Dewey’s normative, socio-political writings in line with his theories on ontology, logic, and the acquisition of knowledge

THE IMAGINATIVE REHEARSAL MODEL – DEWEY, EMBODIED SIMULATION, AND THE NARRATIVE HYPOTHESIS

In this contribution I outline some ideas on what the pragmatist model of habit ontology could offer us as regards the appreciation of the constitutive role that imagery plays for social action and cognition. Accordingly, a Deweyan understanding of habit would allow for an understanding of imagery in terms of embodied cognition rather than in representational terms. I first underline the motor character of imagery, and the role its embodiment in habit plays for the anticipation of action. Secondly, I reconstruct Dewey's notion of imaginative rehearsal in light of contemporary, competing models of intersubjectivity such as embodied simulation theory and the narrative practice hypothesis, and argue that the Deweyan model offers us a more encompassing framework which can be useful for reconciling these approaches. In this text I am mainly concerned with sketching a broad picture of the lines along which such a project could be developed. For this reason not all questions are given equal attention, and I shall concentrate mainly on the basic ideas, without going directly into the details of many of them

Rock Spring Missionary Baptist Church - Butler County, Kentucky (MSS 76)

Finding aid only for Manuscripts Collection 76. Photocopy of minute books, 1838-1883, 1908-1925, 1925-1953, 1953-1964 (4) of the Rock Spring Missionary Baptist Church of Harreldsville, Butler County, Kentucky. Prior to 1844 the church was known as the United Baptist Church of Christ at Concord and was located near Quality in Butler County, Kentucky

Learning through work experience

How students learn and develop through work experience is here analysed. We draw upon contemporary learning theory, recent developments in the adult education and curriculum theory in developing a critique of current thinking and explore how far this provides the basis for a new pedagogic model for supporting learning through work experience. We discuss the concept of 'context' and the learning which occurs within and between the different contexts of education and work and argue that most models of work experience have either ignored the influence of context upon learning or have approached this issue mechanistically. New curriculum frameworks are needed to and to allow work in all of its forms to be used as a basis for the development of knowledge, skills and identity. We present a typology of work experience which identifies models of work experience, including a model which embodies the concept of 'connectivity'. We suggest that this may provide the basis for a productive and useful relationship between formal and informal learning

Teaching Ethics, Happiness, and The Good Life: An Upbuilding Discourse in the Spirits of Soren Kierkegaard and John Dewey

This essay narrates what I have learned from Søren Kierkegaard & John Dewey about teaching philosophy. It consists of three sections: 1) a Deweyan pragmatist’s translation of Kierkegaard’s religious insights on Christianity, as a way of life, into ethical insights on philosophy, as a way of life; 2) a brief description of the introductory course that I teach most frequently: Ethics, Happiness, & The Good Life; and 3) an exploration of three spiritual exercises from the course: a) self-cultivation by means of writing in an Ethics Notebook, b) an “existential experiment” in which we practice one of Aristotle’s virtues for a week, and c) a 15-hour service-learning component

Moral Particularism and the Role of Imaginary Cases: A Pragmatist Approach

I argue that John Dewey’s analysis of imagination enables an account of learning from imaginary cases consistent with Jonathan Dancy’s moral particularism. Moreover, this account provides a more robust account of learning from cases than Dancy’s own. Particularism is the position that there are no, or at most few, true moral principles, and that competent reasoning and judgment do not require them. On a particularist framework, one cannot infer from an imaginary case that because a feature has a particular moral importance there, that it must have that import in an actual case. Instead, for Dancy, cases can yield “reminders,” and a person with a lot of experience (real or imagined) brings a “checklist” of features that can matter to a situation. Using the Nathan-David exchange from 2 Samuel and Martha Nussbaum’s “Steerforth’s Arm” from Love’s Knowledge, I show that this account does not explain all instances of learning from cases. Drawing on recent work on cases, I argue that cases can be educative by serving an exploratory function, probing what one takes to be known and provoking change in the background one uses in evaluating a situation. I then argue that Dewey’s work on imagination in his comments on sympathy and in A Common Faith and Art as Experience enables such a role for cases on a particularist framework. Mark Johnson’s recent work on metaphor further illuminates how Dewey’s account of art can be exploratory. I contend that this account affords an exploratory role for cases consistent with Dancy’s particularism

Fostering reflection in the training of speech-receptive action

Dieser Aufsatz erörtert Möglichkeiten und Probleme der Förderung kommunikativer Fertigkeiten durch die Unterstützung der Reflexion eigenen sprachrezeptiven Handelns und des Einsatzes von computerunterstützten Lernumgebungen für dessen Förderung. Kommunikationstrainings widmen sich meistens der Förderung des beobachtbaren sprachproduktiven Handelns (Sprechen). Die individuellen kognitiven Prozesse, die dem sprachrezeptiven Handeln (Hören und Verstehen) zugrunde liegen, werden häufig vernachlässigt. Dies wird dadurch begründet, dass sprachrezeptives Handeln in einer kommunikativen Situation nur schwer zugänglich und die Förderung der individuellen Prozesse sprachrezeptiven Handelns sehr zeitaufwändig ist. Das zentrale Lernprinzip - die Reflexion des eigenen sprachlich-kommunikativen Handelns - wird aus verschiedenen Perspektiven diskutiert. Vor dem Hintergrund der Reflexionsmodelle wird die computerunterstützte Lernumgebung CaiMan© vorgestellt und beschrieben. Daran anschließend werden sieben Erfolgsfaktoren aus der empirischen Forschung zur Lernumgebung CaiMan© abgeleitet. Der Artikel endet mit der Vorstellung von zwei empirischen Studien, die Möglichkeiten der Reflexionsunterstützung untersucheThis article discusses the training of communicative skills by fostering the reflection of speech-receptive action and the opportunities for using software for this purpose. Most frameworks for the training of communicative behavior focus on fostering the observable speech-productive action (i.e. speaking); the individual cognitive processes underlying speech-receptive action (hearing and understanding utterances) are often neglected. Computer-supported learning environments employed as cognitive tools can help to foster speech-receptive action. Seven success factors for the integration of software into the training of soft skills have been derived from empirical research. The computer-supported learning environment CaiMan© based on these ideas is presented. One central learning principle in this learning environment reflection of one's own action will be discussed from different perspectives. The article concludes with two empirical studies examining opportunities to foster reflecti

Series reversion for practical electrical impedance tomography with modeling errors

This work extends the results of [Garde and Hyv\"onen, Math. Comp. 91:1925-1953] on series reversion for Calder\'on's problem to the case of realistic electrode measurements, with both the internal admittivity of the investigated body and the contact admittivity at the electrode-object interfaces treated as unknowns. The forward operator, sending the internal and contact admittivities to the linear electrode current-to-potential map, is first proven to be analytic. A reversion of the corresponding Taylor series yields a family of numerical methods of different orders for solving the inverse problem of electrical impedance tomography, with the possibility to employ different parametrizations for the unknown internal and boundary admittivities. The functionality and convergence of the methods is established only if the employed finite-dimensional parametrization of the unknowns allows the Fr\'echet derivative of the forward map to be injective, but we also heuristically extend the methods to more general settings by resorting to regularization motivated by Bayesian inversion. The performance of this regularized approach is tested via three-dimensional numerical examples based on simulated data. The effect of modeling errors is a focal point of the numerical studies.Comment: 24 pages, 3 figure