Faculty

Klaus Milich Named Montgomery Fellows Program Director

Klaus Milich, a senior lecturer in Comparative Literature, Women’s, Gender, and Sexuality Studies, Jewish Studies, and the Master of Arts in Liberal Studies Program, has been named director of the Montgomery Fellows Program, effective Jan. 1, 2016.

“Klaus brings a distinctly interdisciplinary approach to the directorship, drawing not only on his scholarship, but also on time spent as an essayist, writer, and journalist for German Public Radio and experiences conceptualizing and organizing symposia and international conferences on a wide range of subjects,” says Vice Provost for Academic Initiatives Denise Anthony in announcing Milich’s appointment.

In Dr Seuss' children's books, a commitment to social justice that remains relevant today (The Conversation)

"The 650 million children who have read Dr Seuss' books have been exposed to new ways of viewing the world, of rethinking a social order often imbued in prejudice," writes MALS Chair, Donald E. Pease for The Conversation in regard to the recently published Dr. Seuss book, What Pet Should I Get?

"As older readers relive their response to a universal question nearly all children face, What Pet Should I Get? will allow a new generation of readers to discover why Dr Seuss remains forever relevant."

Read the full article on The Conversation.

The Enduring Mystery of Raoul Wallenberg (Forbes)

Adjunct Professor of Liberal Studies and Visiting Professor of Jewish Studies Alan Lelchuk’s new book, Searching for Wallenberg, explores “one of the great mysteries of our time: What really became of Raoul Wallenberg?" writes Forbes contributor Tom Teicholz in a review of Lelchuk’s book.

“Lelchuk, going between present and past, imagining scenes both historical and fantastical, attempts to arrive at a fuller picture of Wallenberg,” writes Teicholz.

Read the full review, published 4/30/15 by Forbes.

A Tale of Woe and Glory (The New York Review of Books)

In “The Plains Indians: Artists of Earth and Sky,” on view at the Metropolitan Museum of Art through May 10, “a kind of twilight invites silence,” writes Thomas Powers, a visiting professor in Dartmouth’s Masters of Arts in Liberal Studies program, in a review published by The New York Review of Books.

That twilight, he says, is necessary because much of the art in the show is painted on tanned hides, using natural dyes that are subject to fading in sunlight. “But the twilight also seems right for what remains of a culture so utterly confounded by the invasion of richer, better-armed people with robust immune systems and an obsession with building fences,” writes Powers, author of The Killing of Crazy Horse, published in 2010.

The show’s catalog, writes Powers, contains an “impressively lively and comprehensive essay” by Colin Calloway, the John Kimball Jr. 1943 Professor of History and a professor of Native American studies.

Professor Donald Pease, Guardian of Dr. Seuss

When you write a biography about the creator of The Cat in the Hat and Thidwick the Big-Hearted Moose, be prepared for pushback from the critics: the children for whom Dr. Seuss (Theodor Geisel, Class of 1925) is an icon and a hero.

That’s what Don Pease, the Ted and Helen Geisel Third Century Professor in the Humanities, discovered when he published Theodor SEUSS Geisel (Oxford 2010), chronicling the life of the children’s author. Since the bookcame out, dozens of school-age children have sought out Pease for answers about Seuss’s life and legacy—and to defend their interpretations of his work.

“I wrote that I thought The Cat in the Hat was an allegory of reading personified,” Pease says. “And they said, not their Cat! I acknowledged that my interpretation was a violation of proprieties—though I said that I also see other readings possible.”

Dartmouth Hosts Futures of American Studies Institute

Dartmouth welcomed more than 100 researchers in American studies to campus for the 17th annual Futures of American Studies Institute in June. Participants included faculty members and advanced graduate students from universities and colleges in the U.S. and abroad, including Dartmouth graduate students in comparative literature and in the Master of Arts in Liberal Studies (MALS) program. The institute is directed by Donald Pease, Geisel Third Century Professor in the Humanities, and professor of English and of comparative literature. Pease launched the program in 1997, following the departure of the School for Criticism and Theory, which had been based at Dartmouth for 10 years, beginning in 1986.

Don Pease on Literature and Dartmouth’s ‘Ineffable Something’

By Dana Cook Grossman

This Focus on Faculty Q&A is one in a ongoing series of interviews exploring what keeps Dartmouth professors busy inside—and outside—the classroom.

Donald Pease, the Ted and Helen Geisel Third Century Professor in the Humanities and chair of Dartmouth’s Master of Arts in Liberal Studies program, joined the Dartmouth faculty in 1973. He's been awarded Guggenheim and Mellon fellowships, is the author of several books, and is a fervent defender of the liberal arts. He talks with Dartmouth Now about teaching literature, his book about Dr. Seuss, and how an early passion for comic books inspired his lifelong love of books.

Your specialty is 19th- and 20th-century American literature. What attracted you to the field?

International Humanities Summit Convenes at Dartmouth

The global status and future of study and research in the humanities take center stage Friday and Saturday, May 9 and 10, as scholars gather for the Dartmouth Humanities Summit.

Two recently published reports on the humanities—one from Harvard and another from the American Academy of Arts and Sciences—framed their consideration of the future of the humanities in the context of the U.S., sparking a substantial response among academic circles and elsewhere.

Those reports are valuable, says summit organizer Donald Pease, the Ted and Helen Geisel Third Century Professor in the Humanities and chair of Dartmouth’s Master of Arts in Liberal Studies (MALS) program. But so far, he suggests, the response to the reports’ thoughts about the future of the humanities has also been overly focused on the humanities in this country alone. Accordingly, the planners of the Dartmouth summit extended the conversation about the reports and their findings worldwide, inviting humanities scholars with global reputations and affiliations to join in formulating a response to the Harvard and the Academy reports.

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