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- Author : National Endowment for the Humanities
- Publisher : Unknown
- Release Date : 1982
- Genre : Federal aid to education
- Pages : 231
- ISBN : OSU:32435020020079
Although the framework of regionalist studies may seem to be crumbling under the weight of increasing globalization, this collection of seventeen essays makes clear that cultivating regionalism lies at the center of the humanist endeavor. With interdisciplinary contributions from poets and fiction writers, literary historians, musicologists, and historians of architecture, agriculture, and women, this volume implements some of the most innovative and intriguing approaches to the history and value of regionalism as a category for investigation in the humanities. In the volume’s inaugural essay, Annie Proulx discusses landscapes in American fiction, comments on how she constructs characters, and interprets current literary trends. Edward Watts offers a theory of region that argues for comparisons of the United States to other former colonies of Great Britain, including New Zealand, Australia, and Canada. Whether considering a writer's connection to region or the idea of place in exploring what is meant by regionalism, these essays uncover an enduring and evolving concept. Although the approaches and disciplines vary, all are framed within the fundamental premise of the humanities: the search to understand what it means to be human.
Many in higher education fear that the humanities are facing a crisis. But even if the rhetoric about “crisis” is overblown, humanities departments do face increasing pressure from administrators, politicians, parents, and students. In A New Deal for the Humanities, Gordon Hutner and Feisal G. Mohamed bring together twelve prominent scholars who address the history, the present state, and the future direction of the humanities. These scholars keep the focus on public higher education, for it is in our state schools that the liberal arts are taught to the greatest numbers and where their neglect would be most damaging for the nation. The contributors offer spirited and thought-provoking debates on a diverse range of topics. For instance, they deplore the push by administrations to narrow learning into quantifiable outcomes as well as the demands of state governments for more practical, usable training. Indeed, for those who suggest that a college education should be “practical”—that it should lean toward the sciences and engineering, where the high-paying jobs are—this book points out that while a few nations produce as many technicians as the United States does, America is still renowned worldwide for its innovation and creativity, skills taught most effectively in the humanities. Most importantly, the essays in this collection examine ways to make the humanities even more effective, such as offering a broader array of options than the traditional major/minor scheme, options that combine a student’s professional and intellectual interests, like the new medical humanities programs. A democracy can only be as energetic as the minds of its citizens, and the questions fundamental to the humanities are also fundamental to a thoughtful life. A New Deal for the Humanities takes an intrepid step in making the humanities—and our citizens—even stronger in the future.
Is market-driven research healthy? Responding to the language of “knowledge mobilization” that percolates through Canadian postsecondary education, the literary scholars who contributed these essays address the challenges that an intensified culture of research capitalism brings to the humanities in particular. Stakeholders in Canada's research infrastructure—university students, professors, and administrators; grant policy makers and bureaucrats; and the public who are the ultimate inheritors of such knowledge—are urged to examine a range of perspectives on the increasingly entrepreneurial university environment and its growing corporate culture.
- Author : United States. Congress. House. Committee on Education and Labor. Subcommittee on Postsecondary Education
- Publisher : Unknown
- Release Date : 1981
- Genre : Budget
- Pages : 118
- ISBN : PURD:32754076286289
Bal's focus for this book is the idea that interdisciplinarity in the humanities - necessary, exciting, serious - must seek its heuristic and methodological basis in concepts rather than its methods.
As colleges and universities in North America increasingly identify "internationalization" as a key component of the institution’s mission and strategic plans, faculty and administrators are charged with finding innovative and cost-effective approaches to meet those goals. This volume provides an overview and concrete examples of globally-networked learning environments across the humanities from the perspective of all of their stakeholders: teachers, instructional designers, administrators and students. By addressing logistical, technical, pedagogical and intercultural aspects of globally-networked teaching, this volume offers a unique perspective on this form of curricular innovation through internationalization. It speaks directly to the ways in which new technologies and pedagogies can promote humanities-based learning for the future and with it the broader essential skills of intercultural sensitivity, communication and collaboration, and critical thinking.
Over the past forty years, the health humanities, previously called the medical humanities, has emerged as one of the most exciting fields for interdisciplinary scholarship, advancing humanistic inquiry into bioethics, human rights, health care, and the uses of technology. It has also helped inspire medical practitioners to engage in deeper reflection about the human elements of their practice. In Health Humanities Reader, editors Therese Jones, Delese Wear, and Lester D. Friedman have assembled fifty-four leading scholars, educators, artists, and clinicians to survey the rich body of work that has already emerged from the field—and to imagine fresh approaches to the health humanities in these original essays. The collection’s contributors reflect the extraordinary diversity of the field, including scholars from the disciplines of disability studies, history, literature, nursing, religion, narrative medicine, philosophy, bioethics, medicine, and the social sciences. With warmth and humor, critical acumen and ethical insight, Health Humanities Reader truly humanizes the field of medicine. Its accessible language and broad scope offers something for everyone from the experienced medical professional to a reader interested in health and illness.
Contributors: David J. Alworth, Anders Blok, Claudia Breger, Dipesh Chakrabarty, Yves Citton, Steven Connor, Gerard de Vries, Simon During, Rita Felski, Francis Halsall, Graham Harman, Antoine Hennion, Casper Bruun Jensen, Bruno Latour, Heather Love, Patrice Maniglier, Stephen Muecke, Barbara Herrnstein Smith, Nigel Thrift, Michael Witmore
Focuses on the empirical research methods for the Humanities. Suitable for students and scholars of Literature, Applied Linguistics, and Film and Media, this title helps readers to reflect on the problems and possibilities of testing the empirical assumptions and offers hands-on learning opportunities to develop empirical studies.
A review and analysis of existing scholarship on the different national traditions and on the various modes and subjects of law and humanities.
Top international scholars in the field, including Paul Alpers and T.K. Hubbard, discuss the ways in which the pastoral tradition has been used and re-used in the Humanities, and assess the future of the pastoral genre.
After a remarkable career in higher education, Sidonie Smith offers Manifesto for the Humanities as a reflective contribution to the current academic conversation over the place of the Humanities in the 21st century. Her focus is on doctoral education and opportunities she sees for its reform. Grounding this manifesto in background factors contributing to current “crises” in the humanities, Smith advocates for a 21st century doctoral education responsive to the changing ecology of humanistic scholarship and teaching. She elaborates a more expansive conceptualization of coursework and dissertation, a more robust, engaged public humanities, and a more diverse, collaborative, and networked sociality.