PNAC Signatory Gets Eyeful of AE911Truth Banner

Lunchtime truthing with huge AE banner and who should walk by and look over?  None other than government professor and PNAC signatory Stephen Rosen.  Now I don't believe for a second that everyone who signed the PNAC document knew that a "catastrophic and catalyzing event like a new Pearl Harbor" was just a year away, but I also haven't heard any PNAC signatories including Prof. Rosen tell the truth about 9/11.  Or any Harvard professor for that matter, certainly not the other fellow tagged below, Prof. (for now) Marc Hauser, who was found guilty not long ago of 8 instances of scientific misconduct (he cooked data to make it appear that his experiment succeded in supporting his hypothesis).  

HARVARD GAZETTE ARCHIVES

http://www.news.harvard.edu/gazette/2002/05.09/08-teachers.html

Four faculty members have been named this year's Harvard College Professors in recognition of their outstanding work as undergraduate teachers as well as for their exceptional achievements in graduate education and research.

This year's honorees are Jeremy Bloxham, professor of geophysics; Marc David Hauser, professor of psychology; Stephen Rosen, the Beton Michael Kaneb Professor of National Security and Military Affairs; and William Mills Todd III, the Curt Hugo Reisinger Professor of Slavic Languages and Literatures and professor of comparative literature.

"I'm so pleased to be able to honor and reward four colleagues who contribute with such distinction to the education of our undergraduates," said Jeremy R. Knowles, dean of the Faculty of Arts and Sciences.

The five-year chairs are endowed by a gift from John and Frances Loeb. Harvard College Professors also receive a semester of paid leave, commensurate summer salary, or funds to support scholarly work.

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Hauser said that his teaching method varies according to whether he is working with students in a lab course, conducting an undergraduate seminar, or lecturing in his popular Core course, "Science B-29, Evolution of Human Nature." But there is a common thread that runs through his teaching, he said.

"It's about getting people to question things, not just about giving them information."

Hauser said that his Core course is probably his most challenging teaching assignment because the students are from such varied backgrounds, representing all concentrations - from the humanities to the natural sciences - and ranging from freshmen to seniors. But the great advantage of the course is that the material is so stimulating that he does not have to work hard to engage the students' interest, he said.

In his lab courses, which focus on learning in animals, Hauser believes in giving undergraduates leeway to design their own experiments and undertake original work. It is an approach that has paid off.

"In the lab, everybody has a voice, everybody thinks about the design of experiments. Undergraduates are significant contributors along with post-docs. Eighty to 90 percent of undergraduates leave the lab with a publishable paper," Hauser said.

Rosen, who directs the John M. Olin Institute for Strategic Studies, said that for him teaching is not really about transmitting data. If that were the case, giving a student a paper to read would be just as effective as lecturing for an hour in class.

"Teaching is about changing the student's emotional state, making the timid students more intellectually adventurous, making the cocky less sure that they know all the answers," he said.

Since Rosen teaches a subject that is a hot-button issue for most people, his task in the classroom is to get students to regard the material from a more detached, intellectual perspective and avoid bringing their feelings into play.

"Sometimes teaching is about toning down the emotional state of the students, making them less angry or afraid, which is a particular issue for me since I teach about war," he said.

Nevertheless, nothing is as important to Rosen as conveying to students the excitement that he himself feels about his subject.

"More than anything else, teaching is about making the students excited about the material, because if you can do that, they will teach themselves."

>SNIP<