Douglas Haynes – författare

There are far fewer publications on the ethnology of Micronesia than for any other region in the Pacific. This dearth is especially seen in the traditional religion, folklore, and iconography of the area. Haynes and Wuerch have located 1,193 relevant titles. For the first time, these mostly scarce or unpublished materials are now accessible in this essential research tool. The focus is on tradition, which became modified after contact with the West—the adaptation and persistence of these traditions are included in this bibliography.Traditional Micronesian iconography is largely religious in nature, as is the case with most tribal or preliterate societies. There is also a large corpus of Micronesian myths, legends, beliefs, and practices that may not fit the Western concept of religion, but would be classified under folklore. That distinction cannot be consistently made in Micronesian cultures, nor in most other preliterate, thus prehistoric, societies. The overlap of religion and folklore is pervasive, so the scope of subjects included is broad. The subject matter encompasses magic, sorcery, ritual, cosmology, mythology, iconography, iconology, oral traditions, songs, chants, dance, music, traditional medicine, and many activities of daily life. Only those works that directly treat these subjects in the context of religion or folklore are included in this volume.

Reimagining college as a space for connection, meaning, and collective resilience.Teaching Toward Slow Hope reveals what happens when higher education dares to become something more than transactional. Rather than positioning education as a financial investment, this book reimagines college as a space where students cultivate the skills and relationships needed for "collaborative survival" in an increasingly unpredictable world. Against a backdrop of mental health crises, ecological instability, and structural inequality, Douglas Haynes traces how students and educators across the Upper Midwest are remaking college into a place for connection, meaning, and collective resilience. Through on-the-ground reporting and interviews with students, Haynes describes the impacts of dynamic, place-based educational programs. He takes readers on a journey from urban gardens in Milwaukee to restored oak savannas in Madison, and from a community food hub in Kalamazoo to the shore of Lake Superior. At the heart of the programs he visits is a shared commitment to what Haynes calls practices of slow hope: deep listening, reciprocity, collaboration, and embodied learning. Haynes evokes the experiences of students harvesting native seeds, cooking with local produce, gathering community histories, and learning to see their landscapes anew. Many of these students are first-generation or struggling with anxiety or affording college. From their experiences emerges a deeply human story of transformation based in place, community, and care. Teaching Toward Slow Hope offers educators, administrators, and anyone invested in the future of higher education a powerful new lens for thinking about what college is really for.