The Center for Asian Politics and Policy (CAPP)
Created at the turn of the century, the Center for Asian Politics and Policy (CAPP)
supports research programs and publications in the field of Asian studies. Through collective work among
scholars, the center conducted a series of studies on East Asia regional community building, which resulted
in a 511-page book published in 2008. CAPP worked with Renmin University of China from 2005 to 2010 to
support the editing of a scholarly journal. From 2012 on, the Center began to support the publication of
the Journal of Asian Politics and History (JAPH).
Now a part of the Clarewood University, the Center for Asian Politics and Policy is currently having research
projects on the studies of ASEAN-China-U.S. relations, Mekong Five Countries (Myanmar, Thailand, Laos,
Cambodia, Vietnam), the South China Sea, as well as Asia-Pacific community building.
Director: David Zhigong Ho, (Ph.D. University of Houston), firstname.lastname@example.org
Research Fellow: Bo Gao, (Ph.D. University of Nottingham, UK)
Research Fellow: Frank An, (MA Foreign Affairs University of China, Beijing)
Research Assistant: Kevin Ho (BA student, University of Maryland-College Park)
Reggio Emilia in USA
Reggio Emilia Way, whose esteemed founder/philosopher was Loris Malaguzzi, is nowadays considered one of the most avant-garde pedagogical philosophy and rapidly became a subject of interest, study, research and discussion among teachers, educators, University researchers, in Italy and throughout the world.
Reggio Emilia Way was originated in Italy and bloomed in the United Stated on the whole.
The Reggio Emilia Way: Awards and Recognitions in the United States
- 1989 – City Council of Boston Recognition (USA)
- 1991 – Newsweek magazine identified the “Diana” municipal preschool as the most avant-garde early childhood institution in the world. (USA)
- 1993 – The Kohl Foundation Award in Chicago (USA)
- 1995 – Department of Education Recognition, Ohio (USA)
- 1999~2000-San Francisco and Mills College
Recognition(Oakland, California, USA)
- 2009 – North American Reggio Emilia Alliance Award (USA)
To respond to these increasingly numerous and pressing requests, some Reggio organizations, such as Reggio Washington, established, to promote and disseminate the theoretical and practical experience developed in the United States, as well as to support the educational institutions around the world, inspired by Reggio.
As “Reggio” inspired, progressive preschools and infant-toddlers in the United States, they believe:
• Children learn by doing
• Understanding and action are the goals of learning, not rote knowledge
• Problem-solving and critical thinking are essential skills for creating life-long learners
• Social competency develops through collaboration and cooperation
• In encouraging the development of social responsibility through community service, caring and sharing for others
• In the importance of building a love of learning
Reggio preschools and infant-toddlers in the United States continue to promote the understanding of Reggio and provide opportunities for international shared research and professional development.
Project Approach Study Unit
Reggio Washington Research Center
Engaging Children’s Minds: The Project Approach
Lilian G Katz and Sylvia C. Chard, 1989
A project is an in-depth investigation of a topic worth learning about. A project is sually taken by a small
group of children within a class, sometimes by a whole class, and sometimes by an individual child.
John Dowey, The School and Society, 1902
In The School and Society, Dowey declares that we must “make each one of our schools an embryonic
community life, active with types of occupations that reflect the life of the larger society and permeated with
the spirit of art, history, and science.”
John Dowey, The Child and the Curriculum
In The Child and the Curriculum he stresses the importance of the curriculum as a means of determining the
environment of the child, and allowing the teacher to guide children in asserting themselves, exercising their
capacities, and fulfilling their own nature. 8 black-and-white illustrations. John Dewey puts his philosophy of
education into his curriculum theory and believes that the growth need of the child is the starting point of
education,the psychological law of the child is the basis of the curriculum, the initiative activity of the child is
the method of the curriculum,and the growth of the child’s experience is the ultimate goal of the curriculum;
therefore,all kinds of educational arrangements should be centered around the child.
William Kilpatrick, The Project Method, 1918
Kilpatrick’s Project Method is a blend of behavioral psychology and progressivism. It was behavioral in that
student behavior was observed but it was also progressive in the focus on child-centered learning.
The four steps of the Project Method are as follows.