This Course
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Wikipedia Resources
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Connect
Questions? Ask us:
contact |
![]() | This course page is an automatically-updated version of the main course page at dashboard.wikiedu.org. Please do not edit this page directly; any changes will be overwritten the next time the main course page gets updated. |
Human curiosity and inquiry changed and varied widely across Eurasia. We will survey and understand how the curiosity and inquiry were framed in three major civilizations (China, Islam and Judeo-Christian) from the Mongol conquest of Eurasia in the thirteenth century to the beginning of industrial capitalism in the nineteenth century. During this period, most people lived in an agrarian society and political hierarchy of various kinds. It was a different world from our industrial and even post-industrial world and it will take quite a lot of imagination and understanding to venture into their world: Why and how did they watch sky, track the movement of the Sun, draw maps, make tools and weapons, heal the sick, preserve and pass on what they had learned?
We will examine a small segment of the elite membership in each complex societies across Eurasia. The elite members across Eurasia (1300-1800) could recognize their differences in the ways they dressed, the linguistic systems they used, and the role they played in their own political hierarchy. When they traveled to a different society in a different civilization, they could identify their elite position in a given society more strongly and readily than their dresses or languages. Their political roles were way more important than their cultural and linguistic ones. For instance, when the missionaries from the Society of Jesus traveled to China in the 1600s, they were quickly identified as "masters" and "scholars" at the top of Chinese social hierarchy despite the fact they could barely speak any dialects in China.
More importantly, the "European superiority" in science, technology and medicine as we reckon today was NOT yet apparent across Eurasia. In fact the European elite perception was quite the opposite. As we will learn, the elite members in the Judeo-Christian world regarded the East as the land of wisdom and wealth. In this course, we will challenge the conventional argument known as "the rise of the West" and question how far we could trace the European (industrial and scientific) superiority back in history.
Welcome to your Wikipedia project's course timeline. This page will guide you through the Wikipedia project for your course. Be sure to check with your instructor to see if there are other pages you should be following as well.
This page breaks down writing a Wikipedia article into a series of steps, or milestones. These steps include online trainings to help you get started on Wikipedia.
Your course has also been assigned a Wikipedia Expert. Check your Talk page for notes from them. You can also reach them through the "Get Help" button on this page.
To get started, please review the following handouts:
Begin a blog about your experiences. You can use discussion questions to frame your entries, or reflect on the research and writing process. Create at least one blog entry each week during the Wikipedia assignment.
This week, everyone should have a Wikipedia account.
It's time to think critically about Wikipedia articles. You'll evaluate a Wikipedia article related to the course and leave suggestions for improving it on the article's Talk page.
Now that you're thinking about what makes a "good" Wikipedia article, consider some additional questions.
Familiarize yourself with editing Wikipedia by adding a citation to an article. There are two ways you can do this:
You've picked a topic and found your sources. Now it's time to start writing.
Creating a new article?
Improving an existing article?
Keep reading your sources, too, as you prepare to write the body of the article.
Resources: Editing Wikipedia pages 7–9
Everyone has begun writing their article drafts.
Every student has finished reviewing their assigned articles, making sure that every article has been reviewed.
You probably have some feedback from other students and possibly other Wikipedians. It's time to work with that feedback to improve your article!
Once you've made improvements to your article based on peer review feedback, it's time to move your work to Wikipedia proper - the "mainspace."
Editing an existing article?
Creating a new article?
Handout: "Did You Know" submissions
Do additional research and writing to make further improvements to your article, based on suggestions and your own critique.
Continue to expand and improve your work, and format your article to match Wikipedia's tone and standards. Remember to contact your Wikipedia Expert at any time if you need further help!
This Course
|
Wikipedia Resources
|
Connect
Questions? Ask us:
contact |
![]() | This course page is an automatically-updated version of the main course page at dashboard.wikiedu.org. Please do not edit this page directly; any changes will be overwritten the next time the main course page gets updated. |
Human curiosity and inquiry changed and varied widely across Eurasia. We will survey and understand how the curiosity and inquiry were framed in three major civilizations (China, Islam and Judeo-Christian) from the Mongol conquest of Eurasia in the thirteenth century to the beginning of industrial capitalism in the nineteenth century. During this period, most people lived in an agrarian society and political hierarchy of various kinds. It was a different world from our industrial and even post-industrial world and it will take quite a lot of imagination and understanding to venture into their world: Why and how did they watch sky, track the movement of the Sun, draw maps, make tools and weapons, heal the sick, preserve and pass on what they had learned?
We will examine a small segment of the elite membership in each complex societies across Eurasia. The elite members across Eurasia (1300-1800) could recognize their differences in the ways they dressed, the linguistic systems they used, and the role they played in their own political hierarchy. When they traveled to a different society in a different civilization, they could identify their elite position in a given society more strongly and readily than their dresses or languages. Their political roles were way more important than their cultural and linguistic ones. For instance, when the missionaries from the Society of Jesus traveled to China in the 1600s, they were quickly identified as "masters" and "scholars" at the top of Chinese social hierarchy despite the fact they could barely speak any dialects in China.
More importantly, the "European superiority" in science, technology and medicine as we reckon today was NOT yet apparent across Eurasia. In fact the European elite perception was quite the opposite. As we will learn, the elite members in the Judeo-Christian world regarded the East as the land of wisdom and wealth. In this course, we will challenge the conventional argument known as "the rise of the West" and question how far we could trace the European (industrial and scientific) superiority back in history.
Welcome to your Wikipedia project's course timeline. This page will guide you through the Wikipedia project for your course. Be sure to check with your instructor to see if there are other pages you should be following as well.
This page breaks down writing a Wikipedia article into a series of steps, or milestones. These steps include online trainings to help you get started on Wikipedia.
Your course has also been assigned a Wikipedia Expert. Check your Talk page for notes from them. You can also reach them through the "Get Help" button on this page.
To get started, please review the following handouts:
Begin a blog about your experiences. You can use discussion questions to frame your entries, or reflect on the research and writing process. Create at least one blog entry each week during the Wikipedia assignment.
This week, everyone should have a Wikipedia account.
It's time to think critically about Wikipedia articles. You'll evaluate a Wikipedia article related to the course and leave suggestions for improving it on the article's Talk page.
Now that you're thinking about what makes a "good" Wikipedia article, consider some additional questions.
Familiarize yourself with editing Wikipedia by adding a citation to an article. There are two ways you can do this:
You've picked a topic and found your sources. Now it's time to start writing.
Creating a new article?
Improving an existing article?
Keep reading your sources, too, as you prepare to write the body of the article.
Resources: Editing Wikipedia pages 7–9
Everyone has begun writing their article drafts.
Every student has finished reviewing their assigned articles, making sure that every article has been reviewed.
You probably have some feedback from other students and possibly other Wikipedians. It's time to work with that feedback to improve your article!
Once you've made improvements to your article based on peer review feedback, it's time to move your work to Wikipedia proper - the "mainspace."
Editing an existing article?
Creating a new article?
Handout: "Did You Know" submissions
Do additional research and writing to make further improvements to your article, based on suggestions and your own critique.
Continue to expand and improve your work, and format your article to match Wikipedia's tone and standards. Remember to contact your Wikipedia Expert at any time if you need further help!