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"Education and Its Discontents: Teaching, the Humanities, and the Importance of a Liberal Education in the Age of Mass Information, by Mark Moss, is an exploration of how the traditional educational environment, particularly in the post-secondary world, is changing as a consequence of the influx of new technology. Students now have access to myriad of technologies that instead of supplementing the educational process, have actually taken it over. Faculty who do not adapt face enormous obstacles, and those who do adapt run the risk of eroding the integrity of what they have been trained to teach. Moss discusses that it is now not only how we learn, but what we continue to teach, and how that enormously important legacy is protected"-- Provided by publisher.
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Laying the Foundation: Digital Humanities in Academic Libraries examines the library’s role in the development, implementation, and instruction of successful digital humanities projects. It pays special attention to the critical role of librarians in building sustainable programs. It also examines how libraries can support the use of digital scholarship tools and techniques in undergraduate education. Academic libraries are nexuses of research and technology; as such, they provide fertile ground for cultivating and curating digital scholarship. However, adding digital humanities to library service models requires a clear understanding of the resources and skills required. Integrating digital scholarship into existing models calls for a reimagining of the roles of libraries and librarians. In many cases, these reimagined roles call for expanded responsibilities, often in the areas of collaborative instruction and digital asset management, and in turn these expanded responsibilities can strain already stretched resources. Laying the Foundation provides practical solutions to the challenges of successfully incorporating digital humanities programs into existing library services. Collectively, its authors argue that librarians are critical resources for teaching digital humanities to undergraduate students and that libraries are essential for publishing, preserving, and making accessible digital scholarship.
Library automation --- Higher education --- Academic libraries --- Humanities libraries --- Humanities --- Relations with faculty and curriculum --- Digital libraries. --- Research --- Data processing. --- Electronic information resources. --- Study and teaching (Higher) --- Learning and scholarship --- Classical education --- Digital libraries --- Special libraries --- College libraries --- Libraries, University and college --- University libraries --- Libraries --- Libraries and colleges --- Public libraries --- Services to colleges and universities --- Humanities Study and teaching (Higher) --- Humanities United States --- United States
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This volume of specially commissioned original essays presents the thoughts of some of the most distinguished commentators within the American academy on the fundamental changes that have taken place in the humanities in the latter part of the twentieth century. In the transformation of American higher education from the university to the "demoversity," the humanities have become a less and less important part of education, a matter established by a statistical appendix and elaborated on in several of the essays. The individual essays offer close observations into how the humanities have been affected by declining academic status, by demographic shifts, by reductions in financial support, and by changing communication technology. They also explore the effect of these forces on books, libraries, and the phenomenology of reading in the age of images. When basic conditions change, theory follows, and several essays trace the appearance and effect of new relativistic epistemologies in the humanities. Social institutions change as well in such circumstances, and the volume concludes with studies of the new social arrangements that have developed in the humanities in recent years: the attack on professionalism and the effort to transform the humanities into the social conscience of academia and even of the nation as a whole.Cause and effect? Who can say? What the essays make clear, however, is that as the humanities have become less significant in American higher education, they have also been the scene of unusually energetic pedagogical, social, and intellectual changes.The contributors to the volume are David Bromwich, John D'Arms, Denis Donoghue, Carla Hesse, Gertrude Himmelfarb, Lynn Hunt, Frank Kermode, Louis Menand, Francis Oakley, Christopher Ricks, and Margery Sabin. Included is a substantial introduction by Alvin Kernan and an appendix of tables and figures showing baccalaureate and doctoral degrees over the years in various types of schools.Originally published in 1997.The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.
Learning and scholarship --- Humanities --- Erudition --- Scholarship --- Civilization --- Intellectual life --- Education --- Learned institutions and societies --- Research --- Scholars --- History. --- Philosophy. --- Study and teaching (Higher) --- Philosophy --- History --- United States --- Humanities - Study and teaching (Higher) - United States. --- Learning and scholarship - United States - History. --- Humanities Study and teaching (Higher) --- Humanities United States
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Arts of Living presents a social history of the humanities and a proposal for the future that places creativity at the heart of higher education. Engaging with the debate launched by Allan Bloom, Harold Bloom, Bill Readings, John Guillory, and others, Kurt Spellmeyer argues that higher education needs to abandon the "culture wars" if it hopes to address the major crises of the century: globalization, the degradation of the environment, the widening chasm between rich and poor, and the clash of cultures.
Humanities --- Learning and scholarship --- Classical education --- Erudition --- Scholarship --- Civilization --- Intellectual life --- Education --- Research --- Scholars --- History. --- Political aspects --- Philosophy. --- Study and teaching (Higher) --- Human sciences (algemeen) --- Higher education --- United States --- Humanities Study and teaching (Higher) --- Humanities United States --- United States of America
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The study of culture in the American academy is not confined to a single field, but is a broad-based set of interests located within and across disciplines. This book investigates the relationship among three major ideas in the American academy—interdisciplinarity, humanities, and culture—and traces the convergence of these ideas from the colonial college to new scholarly developments in the latter half of the twentieth century. Its aim is twofold: to define the changing relationship of these three ideas and, in the course of doing so, to extend present thinking about the concept of "American cultural studies." The book includes two sets of case studies—the first on the implications of interdisciplinarity for literary studies, art history, and music; the second on the shifting trajectories of American studies, African American studies, and women's studies—and concludes by asking what impact new scholarly practices have had on humanities education, particularly on the undergraduate curriculum.
Learned institutions and societies --- Learning and scholarship --- Interdisciplinary approach to knowledge. --- Education, Humanistic --- Culture --- Humanities --- Knowledge, Theory of --- Methodology --- Science and the humanities --- Cultural sociology --- Sociology of culture --- Civilization --- Popular culture --- Study and teaching --- Philosophy. --- Study and teaching (Higher) --- Social aspects --- Humanities Study and teaching (Higher) --- Humanities United States --- United States
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The question of what living is for-of what one should care about and why-is the most important question a person can ask. Yet under the influence of the modern research ideal, our colleges and universities have expelled this question from their classrooms, judging it unfit for organized study. In this eloquent and carefully considered book, Tony Kronman explores why this has happened and calls for the restoration of life's most important question to an honored place in higher education. The author contrasts an earlier era in American education, when the question of the meaning of life was at the center of instruction, with our own times, when this question has been largely abandoned by college and university teachers. In particular, teachers of the humanities, who once felt a special responsibility to guide their students in exploring the question of what living is for, have lost confidence in their authority to do so. And they have lost sight of the question itself in the blinding fog of political correctness that has dominated their disciplines for the past forty years. Yet Kronman sees a readiness for change--a longing among teachers as well as students to engage questions of ultimate meaning. He urges a revival of the humanities' lost tradition of studying the meaning of life through the careful but critical reading of great works of literary and philosophical imagination. And he offers here the charter document of that revival.
Humanities --- Life. --- Meaning (Philosophy) --- Philosophy --- Semantics (Philosophy) --- Life --- Study and teaching (Higher) --- Philosophy. --- Humanities -- Study and teaching (Higher) -- United States.. --- Life.. --- Meaning (Philosophy) -- Study and teaching (Higher) -- United States.. --- Humanities -- Philosophy. --- Humanities Study and teaching (Higher) --- Humanities United States --- United States --- Philosophical anthropology --- Higher education --- educating --- HO (hoger onderwijs) --- opvoeding --- United States of America
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Despite the worldwide prestige of America's doctoral programs in the humanities, all is not well in this area of higher education and hasn't been for some time. The content of graduate programs has undergone major changes, while high rates of student attrition, long times to degree, and financial burdens prevail. In response, the Andrew W. Mellon Foundation in 1991 launched the Graduate Education Initiative (GEI), the largest effort ever undertaken to improve doctoral programs in the humanities and related social sciences. The only book to focus exclusively on the current state of doctoral education in the humanities, Educating Scholars reports on the GEI's success in reducing attrition and times to degree, the positive changes implemented by specific graduate programs, and the many challenges still to be addressed. Over a ten-year period, the Foundation devoted almost eighty-five million dollars through the GEI to provide support for doctoral programs and student aid in fifty-four departments at ten leading universities. The authors examine data that tracked the students in these departments and in control departments, as well as information gathered from a retrospective survey of students. They reveal that completion and attrition rates depend upon financial support, the quality of advising, clarity of program requirements, and each department's expectations regarding the dissertation. The authors consider who earns doctoral degrees, what affects students' chances of finishing their programs, and how successful they are at finding academic jobs. Answering some of the most important questions being raised about American doctoral programs today, Educating Scholars will interest all those concerned about our nation's intellectual future.
Universities and colleges --- Learning and scholarship --- Scholars --- Doctor of philosophy degree --- Humanities --- Colleges --- Degree-granting institutions --- Higher education institutions --- Higher education providers --- Institutions of higher education --- Postsecondary institutions --- Public institutions --- Schools --- Education, Higher --- Graduate work. --- Study and teaching (Higher) --- Andrew W. Mellon Foundation. --- Mellon Foundation --- Old Dominion Foundation --- Avalon Foundation --- Humanities Study and teaching (Higher) --- Humanities United States --- United States
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"For those who have devoted their lives to teaching, learning, and innovation in the arts and sciences, it likely comes as no surprise that there has been a revaluing and devaluing of the work of students and faculty in the arts and sciences fields. In response Mary Anne Fitzpatrick and Elizabeth A. Say offer From the Desk of the Dean, an anthology of original essays by arts and sciences deans and former deans addressing the increasing demands for vocational education at the expense of the liberal arts and sciences. This informative collection examines the challenges in higher education and offers a compelling case for the value of the liberal arts and sciences. To honor the fiftieth anniversary of the founding of the Council of Colleges of Arts and Sciences (CCAS), the largest association of arts and sciences deans in the country, editors Fitzpatrick and Say, both past presidents of CCAS, have assembled nine essays as well as three section introductions to create From the Desk of the Dean. Their goal is to prompt open discussions about American higher education and the perceived value of degrees in the basic arts and science fields. Many agree that to the public an accounting degree is of greater value than an art history degree and a civil engineering degree has more value than a degree in physics. The contributors to the volume include deans with experience working at public and private universities, large research universities, comprehensive teaching institutions, as well as scholarly and advocacy groups. Their essays, informed by their experiences as leaders who support excellence in teaching, research, and creative activity in the basic fields of human knowledge, examine the many criticisms of higher education and of the faculty and programs in arts and sciences"--
SOCIAL SCIENCE / General. --- EDUCATION / Higher. --- Science --- Social sciences --- Humanities --- Education, Higher --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Behavioral sciences --- Human sciences --- Sciences, Social --- Social science --- Social studies --- Civilization --- Study and teaching (Higher) --- Aims and objectives --- Education --- Humanities Study and teaching (Higher) --- Humanities United States --- United States
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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.
Public universities and colleges --- Education, Humanistic --- Humanities --- Universities and colleges --- Curricula --- Study and teaching (Higher) --- Humanities Study and teaching (Higher) --- Humanities United States --- United States --- higher education, public policy, cultural policy, education policy, education reform, political science, humanities, cultural studies, education, american studies, literature, philosophy, ancient language, modern language, religion, humanist, global studies, art, school administration, government, anthropology, classics, history, geography, linguistics, law, politics, perfoming arts, public institutions, university, college.
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S. Latin American Studies, 1940-2000".
Demography --- Education --- Multicultural education --- Learning and scholarship --- Learned institutions and societies --- Humanities --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Mental discipline --- Schools --- Teaching --- Training --- Academies (Learned societies) --- Learned societies --- Scholarly societies --- Associations, institutions, etc. --- Classical education --- Intercultural education --- Culturally relevant pedagogy --- Erudition --- Scholarship --- Intellectual life --- Research --- Scholars --- Historical demography --- Social sciences --- Population --- Vital statistics --- History --- Demographic aspects --- Study and teaching (Higher) --- Culturally sustaining pedagogy --- Multicultural education History --- Multicultural education 20th century --- 20th century --- Multicultural education United States --- United States --- Learning and scholarship History --- Learning and scholarship 20th century --- Learning and scholarship United States --- Learned institutions and societies History --- Learned institutions and societies 20th century --- Learned institutions and societies United States --- Humanities History --- Humanities 20th century --- Humanities United States --- Humanities Study and teaching (Higher)
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