Exhibit | Herron to present rare exhibit of Japanese bamboo art

INDIANAPOLIS — An exhibit two years in the making and the likes of which has rarely, if Japanese Bamboo Art Imageever, been seen in Indianapolis opens March 2 at the Herron School of Art and Design on the Indiana University-Purdue University Indianapolis campus.

“Discovering Japanese Bamboo Art: The Rusty and Ann Harrison Collection,” an exhibition of 45 sculptural bamboo forms and baskets, opens with a reception from 5:30 to 7:30 p.m. in the Eleanor Prest Reese, Robert B. Berkshire, and Dorit and Gerald Paul galleries of Eskenazi Hall, 735 W. New York St. The exhibition runs through April 16.

The exhibit artifacts belong to longtime Indiana art aficionados Rusty and Ann Harrison, who began their collection decades ago when Rusty’s business travels took him to Japan.

Plans for the exhibition began taking shape two years ago, when Herron’s dean, Valerie Eickmeier, was meeting with Ann Harrison at the Harrisons’ home in Attica, Ind. “The more that I learned about the Harrisons’ collection of bamboo art, the more intrigued I became,” Eickmeier said. “It will be an amazing exhibition for others — especially our students — to see and learn from.”

“Bamboo is as deeply intertwined as rice in Japanese history and culture. The most talented artisans made bamboo baskets for tea ceremony flower arrangements,” said Robert T. Coffland, an expert in Japanese bamboo art. “In the mid-19th century, a master maker and former samurai, Hayakawa Shokosai I, declared himself an artist. This break with tradition encouraged other artisans to begin individualistic experiments that drew upon Chinese and Japanese aesthetics.”

Four artists represented in this exhibit are among the few Japanese officially designated as “Holders of Important Intangible Resources,” commonly known as “Living Tresures of Japan,” in recognition of their mastery of the unique skills necessary to preserve an art form that would have otherwise been extinct.

As there are very few contemporary collectors of the art form, according to Coffland, the Herron exhibit will introduce mostly undiscovered works spanning more than a century.

Other exhibits to open at Herron are “Tales to Tell,” an illustration exhibition by Herron alumni, Feb. 24 to March 9 in the Basile Gallery; and “It’s Lonely Out Here,” an installation that features an idiosyncratic re-creation of Sputnik by Cody Arnall, Feb. 24 to March 16 in the Marsh Gallery.

Herron School of Art and Design’s exhibitions and artists’ talks are free and open to the public. Eskenazi Hall gallery hours are 10 a.m. to 5 p.m. Monday and Tuesday, 10 a.m. to 8 p.m. Wednesday, and 10 a.m. to 5 p.m. Thursday through Saturday.

Reception | Discovering Japanese Bamboo Art

Date: March 2 Harrison Collection image-Torii Ippo, Piercing the Sky, 2008, 16 x 23 x 29.5 inches
Time: 5:30 PM-7:30 PM
Location: Berkshire, Reese and Paul Galleries, Eskenazi Hall

Herron School of Art and Design will present an exhibition the like of which has never been seen in Indianapolis. Discovering Japanese Bamboo Art: The Rusty and Ann Harrison Collection opens on March 2 with a reception from 5:30 p.m. to 7:30 p.m. in the Eleanor Prest Reese, Robert B. Berkshire and Dorit and Gerald Paul galleries of Eskenazi Hall and continues through April 16.

This survey exhibition will feature 45 sculptural bamboo forms and baskets belonging to longtime art aficionados Rusty and Ann Harrison, who began collecting when Rusty’s business travels took him to Japan decades ago.

Plans for the exhibition began taking shape two years ago, when Herron’s dean, Valerie Eickmeier, was meeting with Ann at the Harrison’s home in Attica, Indiana. “The more that I learned about the Harrison’s collection of bamboo art, the more intrigued I became,” she said. “It will be an amazing exhibition for others—especially our students—to see and learn from.”

Japanese bamboo art expert Robert T. Coffland said, “Bamboo is as deeply intertwined as rice in Japanese history and culture. The most talented artisans made bamboo baskets for tea ceremony flower arrangements. In the mid-19th century, a master maker and former Samurai, Hayakawa Shokosai I, declared himself an artist. This break with tradition encouraged other artisans to begin individualistic experiments that drew upon Chinese and Japanese aesthetics.”

A handful of Japanese bamboo artists have earned the designation Living National Treasure of Japan for their work, but there are still surprisingly very few contemporary collectors of the art form, according to Coffland. So the Harrison Collection will introduce mostly undiscovered works spanning more than a century.

Roundtable Speaker Series | Anthropomorphic Techniques in the Worship of Mount Govardhan

Date: Thursday, March 24, 2016 Haberman Anthropomorphic Techniques in the Worship of Mount Govardhan Flyer
Time: 12:00 PM-1:30 PM
Location: IUPUI Arts and Humanities Institute UL 4115P

This presentation examines the worship of stones from Mount Govardhan, a sacred hill in north-central India. Particular emphasis will be given to the anthropomorphic ritual process of dressing the revered stones and adding a face to them for the purpose of establishing and enhancing intimate relationships with them. Consideration will be given to the difference between such anthropomorphism and anthropocentrism. The ornamentation of stones will be illustrated with the use of powerpoint slides.

David L. Haberman is Professor of Religious Studies at Indiana University Bloomington and author of several scholarly articles and books, including Journey Through the Twelve Forests: An Encounter with Krishna (Oxford University Press, 1994), River of Love in an Age of Pollution: The Yamuna River of Northern India (University of California Press, 2006), and People Trees: Worship of Trees in Northern India (Oxford University Press, 2013). His interests, research, and teaching include human conceptions of and interactions with the nonhuman world as well as the manner in which religious worldviews shape human attitudes and behavior toward the environment and nonhuman world and deep ecology.

This talk is part of a roundtable speaker series sponsored by the Indiana University Consortium for the Study of Religion, Ethics, and Society. The talk is co-sponsored by the IUPUI Arts and Humanities Institute.

Lecture | The 13th Annual Thomas H. Lake Lecture

Date: March 31, 2016Jonathan Walton Image
Time: 4:30PM Lecture, 6:00PM Public Reception
Location: The Indiana Historical Society, 450 W. Ohio St., Indianapolis, IN 46202

Register here.

While scholars of American religions are beginning to pay increasing attention to the spread of the Prosperity Gospel at home and abroad, less attention has been spent on the dimensions of American life that support this theological worldview. This lecture introduces listeners to the Prosperity Gospel, also known as the Health and Wealth Gospel, and demonstrates how it has its roots, in part, in the industrial revolution and valorization of business enterprise.

The Thomas H. Lake Lecture is presented by Lake Institute on Faith & Giving at the Indiana University Lilly Family School of Philanthropy. Learn more about the Lake Lecture, Lake Institute, and the school by visiting our website.

The 2016 Summer School of the LabEx DynamiTe | From risk to resilience, from past to present: critical perspectives and comparative approaches

The 2016 Summer School of the LabEx DynamiTe will be held from 6 to 12 July 2016, at LabEx DynamiTe Logothe University of Catania’s Benedictine Monastery (Sicily).

Click here to register online (registration will close on 3 April 2016).

Please note that during this Summer School, courses and conferences will be given both in French and in English. A good level in these two languages is required.

The notion of resilience, which entered the field of geography for the first time in France in 2000, has become a cornerstone in the geography of risk over the past ten years or so. “Resilience” is a polysemic term whose definition and use are under debate today. Thus, we will give precedence to exploratory work that does not take the concept of resilience for granted but rather examines the social and historical conditions of its use by the scientific community.

One way to refine the concept of resilience today is to reflect on scales, especially temporal scales. Observing societies’ responses to ancient perturbations over the long term provides better insight into phases of both adjustment and bifurcation. Knowledge of the past also plays a role in handing down memories of past risks that, according to some researchers, would increase resilience capabilities in the present. Analysis of societies’ responses after a recent traumatic event (natural disaster, war, forced eviction), for its part, allows for much more detailed analysis of the short- and medium-term effects of the induced perturbations. The methodologies used to this aim (for example, participatory or geomatic approaches) also differ from the historical analysis of past events.

Thus, a constant dialogue between past and present case studies shall be offered, involving geographers, sociologists, historians and archeologists. By comparing sites distant in both time and space, common mechanisms that lead to system resilience or on the contrary to major qualitative system reorganizations can be identified.

Four topics shall be covered:

  • historiographical approaches to resilience and the role of temporal scales;
  • resilience and cities;
  • post-disaster resilience;
  • and residential vulnerability.

Click here to find out more about this Summer School.

Lecture | Understanding Public Scholarship in Promotion and Tenure

Date: Thursday, February 25, 2016
Time: 3:30 – 5:00 p.m.Imagining America Logo
Location: Hine Hall (IP) Room 206

Register and learn more here.

Public scholarship and community engaged research are strategies for faculty work on engaged campuses. Our own campus guidelines now include “public scholar” and “public scholarship.” But what do these terms mean for faculty and for members of promotion and tenure committees? How does one best document and evaluate the quality and impact of public scholarship?

Join senior scholars from Imagining America (IA): Artists and Scholars in Public Life to discuss documenting quality in public scholarship and strategies to foster the development and retention of faculty committed to public scholarship.

Sponsored by Public Scholarship Faculty Learning Community, Office of Academic Affairs, Center for Service and Learning.

Workshops | Humanities Intensive Learning + Teaching (HILT) 2016

The Humanities Intensive Learning & Teaching Institute offers you the opportunity to enroll Logo courtesy of http://www.dhtraining.org/hilt/in ONE four-day long course. Each course is led by instructors who are leading the digital humanities in their respective fields. During HILT, you’ll have the opportunity to gather for breakfast and lunch with students taking other courses and develop your digital humanities network. For 2016, we are delighted to let you know that on Friday, June 17th, there will be mini-courses and Indianapolis excursions offered that all participants will be able to participate in. Mini-courses and excursions will be announced in April.

Register here.

We are delighted to announce that HILT2016 registration is now open. HILT will be held June 13-16, 2016 with special events on June 17th. Courses for 2016 include:

Building and Sustaining a Digital Humanities Center taught by Julia Flanders

Digital humanities centers are complex, situated ecosystems that operate within many different kinds of constraints. Starting one is difficult; running one is harder; keeping one going for the long term is hardest of all. This class will look at a range of different types of centers, considering a variety of institutional locations, staffing models, funding approaches, and research agendas. Using real-world cases drawn from the international digital humanities context and from class participants, we’ll investigate a series of practical challenges including communication mechanisms, data management planning, fundraising and fiscal strategies, engaging with students, and space planning. The course will give participants an opportunity to develop concrete plans for their own center (real or hypothetical), as well as a broader familiarity with existing models. Participants should be prepared to think through the practical and intelllectual challenges of establishing and maintaining a digital humanities or digital scholarship center. Familiarity with the general landscape of digital humanities will be assumed and will be important for participation.

Digital Pedagogy and Networked Learning taught by Lee Skallerup-Bessette and Amanda Licastro

Many argue digital humanities is about building stuff and sharing stuff, reframingthe work we do in the humanities as less consumptive and more curatorial—less solitary and more collaborative. In this workshop, participants will experiment with ways technology can be used to build learning communities within the classroom, while also thinking about how we can connect our students to a much larger global classroom. We’ll start at the level of the syllabus, thinking about how we organize and structure hybrid courses and digital assignments, before delving into specific tools and critical orientations to technology. Participants should expect that the workshop will be hands-on, collaborative, and iterative; we will be using and building, experimenting with the pedagogy we are learning, making our learning environment as we go. The course has no prerequisites. We will work together across skill levels, experimenting with new tools, while adapting and remixing our pedagogies. This isn’t about digital tricks or gimmicks, but a profound re-examination of how we teach.

Getting Started with Data, Tools, and Platforms taught by Brandon Locke, Thomas Padilla, and Dean Rehberger

Starting a digital humanities research project can be quite intimidating. This course is designed to make that process less so by exploring tools and platforms that support digital humanities research, analysis, and publication. We will begin by reframing sources as data that enable digital research. We will work throughout the week on approaches to (1) finding, evaluating, and acquiring (2) cleaning and preparing (3) exploring (4) analyzing (5) communicating and sharing data. Emphasis will be placed across all stages on how to manage a beginner digital research project in such a way that helps to ensure that your project remains accessible, that the process is well documented, and that the data are reusable. Throughout this course, we will examine several existing projects, and move through the process of collecting, cleaning, and structuring humanities data and sources and plugging them into tools and platforms to analyze, visualize, share, and publish the data and analysis. Exploration of these stages of project-building will include a technical walk-through, as well as an examination of the tools and their underlying methodologies. Participants are strongly encouraged to bring their own research material to work with, but sample data will be provided.

Humanities Making taught by Jeremy Boggs and Tassie Gniady

The goal of this class is to introduce students to a number of practices associated maker culture in the humanities and to prepare to students to continue to explore the issues surrounding humanities making at their home institutions. We will learn about: 3D object acquisition via photogrammetry using Autodesk’s Memento (currently in beta) for stitching and cleaning of models, 3D printing with the goal of having each student print a model, and fabrication with simple electronics and wearables/textiles. We will also engage in theoretical discussions related to making so that reflection is paired with action. Questions for consideration include: What are best practices to employ in the classroom? How do these differ from research practices? What values are embodies by maker culture? How do 3D objects and their dissemination / placement in digital spaces change understandings of cultural heritage? What is the role of making in the humanities? ​

Humanities Programming taught by Brandon Walsh and Ethan Reed

This course focuses on introducing participants to humanities programming through the creation and use of the Ruby on Rails web application framework. This course will introduce programming and design concepts, project management and planning, workflow, as well as the design, implementation, and deployment of a web-based application. Primary technologies covered in this course will include the command line, Git and GitHub, HTML, CSS, Ruby, Rails, and relational (and non-relational) data stores, though others will be touched upon briefly. Over the course of the week, we will work through the practical implementation of developing and deploying a small-scale web application.

Text Analysis from Object to Interpretation taught by Katie Rawson and Scott Ebersole

While a range of freely available tools and excellent tutorials have made it easier to apply computational text analysis techniques, researchers may still find themselves struggling with questions about how to build their corpus and interpret their results. This course will approach text analysis from object to presentation. It covers not just the moment of feed-machine-text-get-results-back, but the process of managing materials and grappling with the meaning of results. Our class will be as much about the decisions and practices of text mining as about tools or step-by-step processes.

Students who take this course will be able to: Find and prepare texts for analysis; Store, access, and document their text objects and data; Discuss their corpus-building decisions and textual data in ways that are methodologically and disciplinarily sound; Identify appropriate text analysis methods for a given question; Engage in text analysis methods that use word frequency, word location, and natural language processing; Articulate statistical, computational, and linguistic principles — and how they intersect with humanistic approaches to texts — for a few text analysis methods; Present the results of their computational work to non-experts.We will use primarily off-the-shelf tools that you can download or access for free (though we will have one section that will make use of R or Python). In some parts of the course, you will be able to develop your own materials; however, we will primarily work together from shared data sets that the instructors will provide. This course will be appropriate for people at all levels of technical expertise. Students should have administrative rights to load R and other software on their laptop.
Plus courses in GIS and Scalar!

Sponsored student scholarships are available for undergraduate and graduate students as well as continuing professionals.


Regular: $975

Early Career Scholars and Cultural Heritage Professionals: $775

Student: $550

Registration fees includes admittance to one course, the HILT Ignite and Social, and a HILT swag bag as well as breakfast and lunch in our campus dining hall.

Press Release | IUPUI chancellor to deliver annual Report to the Community

INDIANAPOLIS – Indiana University-Purdue University Indianapolis Chancellor and IU Nasser H. Paydar ImageExecutive Vice President Nasser H. Paydar will deliver the annual Report to the Community on Wed., Feb. 17, 12 p.m., at the IUPUI Campus Center, fourth floor.

Paydar, who was appointed to his position in June 2015, will provide an overview of the trends in contemporary higher education with a keen focus on IUPUI. Additionally, Paydar will share information on:

  • Today’s IUPUI – student profile, programs overview and campus and facility updates.
  • Tomorrow’s IUPUI – campus growth, student success strategies, Welcoming Campus Initiative and For All: The Indiana University Bicentennial Campaign.

The Report to the Community, an invitation-only event, will be live tweeted (follow @IUPUI) beginning at 12:35 p.m. A video archive of Paydar’s speech will be available online after the event.

Conference | The History of Science and Contemporary Scientific Realism

Date: February 19-21, 2016The History of Science and Contemporary Scientific Realism Flyer
Time: FRI 9:30-7:00PM, SAT 9:30-9:00PM,
SUN 9:30-5:00PM

Location: Indiana University-Purdue University Indianapolis IUPUI Campus Center

Register here.
For the official website, please visit here.

Presented by Timothy D. Lyons, Department of Philosophy, Indiana University-Purdue University Indianapolis, USA & Peter Vickers, Department of Philosophy, University of Durham, UK present a three day conference: “An Interdisciplinary Meeting For Historians And Philosophers Of Science.”

Scientific realism is roughly the view that the world exists as science describes it. But there is a historical challenge to that view: the fact that many successful theories have been rejected in favor of new theories.

Timothy Lyons, Department of Philosophy chair and associate professor of philosophy of science in the IU School of Liberal Arts at IUPUI, said the historical challenge involves what he calls the Big Question: Does predictive success mean that scientific theories are true?

This question will drive an upcoming conference, “The History of Science and Contemporary Scientific Realism,” taking place Feb. 19 to 21 at the IUPUI Campus Center. The conference will include 30 scholars from 10 countries discussing the history — and philosophical implications of that history — of topics ranging from genetics to geology, fundamental physics to medicine, chemistry and biology.

Beyond the fact that “the history of science is fascinating,” Lyons suggests that attendees can gain valuable insight on at least two matters:

“The first is the intrinsically interesting Big Question,” he said. “People watch ‘Cosmos,’  hear about DNA evidence [and] watch movies meant to be based on scientific theories. A huge portion of our contemporary worldview comes from science. Are its theories true? A desired outcome of the conference is a better understanding of the answers to the Big Question.”

Lyons also hopes that recognizing the success of discarded theories would encourage scientists to question what is treated as fact today. Scientists themselves are too busy studying nature to study the history of science, he said, and are likely unaware of past predictive successes and the way in which false parts of theories contributed to those successes.

“There is much to be uncovered in the history of science,” said Lyons, “and if we gather evidence about which parts of successful scientific theories have been retained, and which parts have not, such evidence could inform today’s scientists in their own theorizing.”

The conference is funded by a three-year grant from the Arts and Humanities Research Council, located in the United Kingdom. Lyons and his research partner, Peter Vickers, a lecturer in the Department of Philosophy at Durham University (United Kingdom), were awarded the grant for their project titled “Contemporary Scientific Realism and the Challenge from the History of Science.”

As for his personal position, Lyons said, “If I’m advocating anything, it’s that, in the quest for truth — or even in the quest only for further successful predictions — the history of science suggests we should not sit complacent with what is accepted today. In fact, we may well find good precedent in the history of science for creatively challenging even the most fundamental components of our best theories, despite their predictive success.”

Registration is $35 before Feb. 15 and $45 after Feb. 15. Space is limited. For more information, please contact Mary Lee Cox at Cox24@iupui.edu.

Supported by the AHRC funded project “Contemporary Scientific Realism and the Challenge from the History of Science.”


IUPUI Symposium | Civil Discourse: April 4, 1968

Date: April 4, 2016 April 4, Before We Forgot How To Dream Play Image
Time: 1:00 to 4:15 p.m.
Location: Campus Center, CE 450

Keynote Address:

James Still, Playwright |  April 4, 1968: Before We Forgot How to Dream, 1:00 to 2:45 p.m.

James Still is Playwright-in-Residence at the Indiana Repertory Theater. His play, April 4, 1968: Before We Forgot How to Dream, which premiered at the IRT last fall, is an intimate look at an Indiana family’s collisionwith history when Bobby Kennedy delivered his powerful speech in Indianapolis on the night of Martin Luther King Jr.’s assassination. Inspired by true stories of those who were there, Mr. Still will share what he learned from interviewing them and researching this historical event during a turbulent time and how these experiences influenced the play. He will also explore what we can learn from April 4, 1968 as we experience and respond to significant political, social and cultural change today. A brief presentation to provide historical context to April 4, 1968 will precede the keynote.

About the play: (Note: Play was presented at IRT in October/November 2015)
Bio for James Still.

Other Events:

Concurrent Sessions: Models for Civil Discourse
3:00 to 4:15 p.m.
Campus Center (various rooms)

Making the Dream a Reality: April 4th Annual Festival
Starts at 5:00 p.m.
Landmark for Peace Memorial, 17th Street and Central Avenue

Participants are invited to stay after the keynote to participate in concurrent sessions which will provide additional context to April 4, 1968 as well as models for civil discourse for students and others to consider as they raise awareness of and respond to situations and events on campus or across the nation and world. Individuals are also encouraged to attend in the evening the Making the Dream a Reality: April 4th Annual Festival at the memorial site of Kennedy’s speech.

Information about the Festival.

The IUPUI Symposium on Civil Discourse is a collaboration of various campus units, including Office of Equal Opportunity, Office for Women, IU School of Dentistry, IU School of Medicine, Office of Diversity Affairs, Office for Intergroup Dialogue and Civil Community, IUPUI Arts and Humanities Institute, University Library, and IU School of Liberal Arts.
For more information, call: 317.278.4230.