Scott Relyea 李皓同 Assistant Professor of Chinese HistoryHistory Department and East Asian Studies Biography Professor Relyea is a historian of late imperial and twentieth century China, specializing in political, social, and intellectual history, with a particular regional focus on China’s southwest, encompassing Sichuan and Yunnan provinces and the Tibetan plateau. His primary research interests center on nationalism, state-building, ethnic construction and identity, and the global circulation of ideas embodied in the interaction between empire, state, and nation, particularly in the late nineteenth and early twentieth centuries. In his research and teaching, Prof. Relyea is especially interested in exploring perceptions, representations, and manipulation of the history produced by these interactions as manifest in the use of history by governments, scholars, and the news media both in the past and today. His current book project, derived from his dissertation, situates the origin of contentions in recent Sino-Tibetan relations in efforts to incorporate the eastern portion of the Tibetan plateau into the burgeoning Chinese state and nation during a crucial period in China’s transition from empire to state in the early twentieth century. Prof. Relyea earned a BS in Journalism from the Medill School of Journalism at Northwestern University; an MA in International Affairs from the Elliott School of International Affairs at the George Washington University; an MA in Chinese Studies from the School of Oriental and African Studies, part of the University of London; and a PhD in Chinese History from the University of Chicago. During his academic career, he has studied Chinese at Middlebury College, National Taiwan Normal University, National Taiwan University, Fudan University, Sichuan University, Southwest University for Nationalities, and Tibetan at the Manjushree Centre in Darjeeling, India. Before joining the Hamline faculty, Prof. Relyea was a visiting scholar at the Institute for Asian Research at the University of British Columbia, and taught Chinese history at the University of Toronto. Teaching style 不聞不若聞之，聞之不若見之，見之不若知之，知之不若行之，於行之而止矣。‘Not hearing is not as good as hearing, hearing is not as good as seeing,seeing is not as good as knowing, knowing is not as good as acting;only through action can a thing be truly learned.’ These words by Xunzi 荀子, a Confucian philosopher from the third century b.c.e., reflect my approach to teaching. In my courses, we learn actively by closely engaging with both textual and visual sources in writing assignments and discussion. I strive to transport my students back to the era we’re studying, encouraging them to join me in an investigation of how history unfolds in its time, to actively see history through the eyes of its participants and actors. We accomplish this by supplementing secondary historical readings with critical engagement with the thought and writings of people who lived in that time and through the integration into lecture and discussion of archival videos, photos, images, documentaries, and even cinematic portrayals of the past. In my courses, I also seek to first reveal, then challenge the tendency to teleology inherent in interpretations of history often viewed through a contemporary lens. I see my classroom as a community of learning, an open space wherein all students can feel comfortable discussing the history and experimenting with the themes and theories presented in class, making mistakes, correcting, and learning from each other. Everyday we are confronted with history in some form. The ability to analyze a reading, whether a textbook or a speech, a treaty or a newspaper, and to critically discuss its contents and assertions over coffee or on a blog is essential to expanding our knowledge of the world around us.