David Roxburgh
· Prince Alwaleed Bin Talal Professor of Islamic Art HistoryHarvard University · History of Writing
Active 1930–2024
About
Eugene Yuejin Wang is the Abby Aldrich Rockefeller Professor of Asian Art at Harvard University and the founder and director of Harvard FAS CAMLab. His extensive publications range from early Chinese art and archaeology to modern and contemporary Chinese art and cinema. His book, Shaping the Lotus Sutra: Buddhist Visual Culture in Medieval China (2005), explores Buddhist worldmaking and has received the Sakamoto Nichijin Academic Award from Japan. His current research focuses on the cognitive study of art and consciousness as well as biocentric art that integrates visual, biological, and ecological systems. As the founding director of Harvard FAS CAMLab, he explores the nexus of cognition, aesthetics, and mindscape, leading projects that investigate multimedia storyliving and immersive artistic and spiritual experiences, integrating humanistic research with sensorial media practice.
Research topics
- Geography
- Computer Science
- Sociology
- Social psychology
- Psychology
- Mathematics
- Archaeology
- Pedagogy
- Linguistics
- Mathematics education
Selected publications
The transformative power of local language encounters
Routledge eBooks · 2024 · 1 citations
- Sociology
- Pedagogy
- Computer Science
Scotland’s “1+2 Approach” introduces a second language (L2) for primary school pupils at age 5 and a third (L3) at age 9. While L2 has received most attention, L3 offers schools flexibility and more creativity. This chapter explores L3 as a radical space for pedagogical innovation, drawing on three Scottish studies of projects which actively engaged local communities, fostering encounters with local languages. They empowered students and teachers to learn and use languages in locally relevant ways, reshaping their identities as learners and educators. Through adopting a secondary analysis of teachers’ oral data, we illustrate how these local language encounters provided opportunities for potentially transformative experiences, for both teachers and pupils alike, and consider the implications for those involved in various teacher education contexts.
2024-01-11
book-chapterOpen access1st authorCorrespondingThe six essays making up this section of the companion address its thematic focus in varied ways, which is not surprising given the very broad scope of “literary and material poetics” across human geographies and time, as well as the spectrum of interpretations that the rubric itself accommodates and invites. The essays are formed as case studies, focused inquiries built around single, unique objects or as sets of like objects related by a common function or medium. Approaches to literary and material poetics also differ, chiefly in the conceived relation between literature and the material object. The object may manifest language visibly—as an element within the object's physical matrix (e.g., illustrated printed book, manuscript, scroll painting, ceramics)—or invisibly through a discursive framework that proposes an interrelationship between an object and oral or written language (e.g., the essay on Kashmiri carpets). Apart from these direct relationships formed between literature and material, there are of course a host of other written primary sources employed by the authors for the light they shed as evidence of historical contexts and conditions. And of course the poetics of literature and material could be treated wholly independently of each other by examining the form, structure, and discourse of literature and material artifacts separately. The pronounced attention given to questions of medium and materiality, artisanal knowledge, and embodied making, especially in the last 20 years, has generated an ever-expanding scholarly discourse—largely freed from literary approaches or linguistic theories—whose proliferation shows no sign of abatement. The poetics of materiality has thus become a fertile analytical category like never before. To differing degrees, such approaches also inform these essays.
New language learning and teaching environments · 2024-01-01
book-chapterOpen access1st authorCorrespondingIndiana University Press eBooks · 2022
1st authorCorresponding- Geography
Innovative approaches to support the linguistic development of young plurilinguals
2020-04-30
articleCreative use of the L3 curriculum space for local linguistic encounters
2020-11-14
article1st authorCorresponding2020
1st authorCorresponding- Geography
- Archaeology
Review of Middle East Studies · 2019-05-21
article1st authorCorrespondingAlison Ohta, J.M. Rogers, and Rosalind Wade Haddon, eds. Art, Trade, and Culture in the Islamic World and Beyond: From the Fatimids to the Mughals: Studies Presented to Doris Behrens-Abouseif (London: Gingko Library, 2016). Pp. 224. $85.00 cloth. ISBN 9781909942905. - Volume 53 Issue 1
Strathprints: The University of Strathclyde institutional repository (University of Strathclyde) · 2018-05-29
articleOpen access1st authorCorrespondingOver recent years there has been increased attention globally on professional learning experiences for teachers with initiatives focused on improving the quality of teaching in the hope that this will lead to improved educational outcomes. Whilst research accounts of Continuing Professional Development (CPD) activities within local/ national/ international contexts are relatively common place, there is a need to further consider the impact of such programmes on the teachers involved in terms of their capacity to act as ‘agents of change’ in their classrooms and wider school contexts. This presentation will draw upon evaluation data from a recent programme of professional learning centred on approaches to curricular integration and pupil engagement within STEM based subjects. This was delivered in China to a mixed group of 50 primary and secondary teachers by the School of Education at the University of Strathclyde as an international pilot of its CPD work in this area. In attempting to critically review the programme, current thinking relating to the issues of teacher autonomy and teacher agency will be drawn upon with suggestions offered on how similar initiatives could be handled in future to maximise their potential for positive impact on all those involved.
Bulletin of the School of Oriental and African Studies · 2018-05-25
article1st authorCorrespondingYuka Kadoi (ed.): Arthur Upham Pope and a New Survey of Persian Art. (Studies in Persian Cultural History.) xxiv, 417 pp. Leiden and Boston: Brill, 2016. €146. ISBN 978 90 04 30990 6. - Volume 81 Issue 2
Frequent coauthors
- 4 shared
Malika Pedley
Centre Interuniversitaire de Recherche et d’Ingénierie des Matériaux
- 3 shared
Lorna Anderson
- 3 shared
Simon Ringland
Innovate UK
- 2 shared
Gülru Neci̇poğlu
- 2 shared
S. Beddus
- 2 shared
Oleg Grabar
- 2 shared
Joanna McPake
- 2 shared
Ru Ying Cai
Education
- 1991
Ph.D., Art History
University of Chicago
- 1987
M.A., Art History
University of Chicago
- 1983
B.A., Art History
University of California, Los Angeles
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