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Cet épisode de l'Histoire de l'art sur disque s'inspire de Carl Einstein (1885-1940), de ses écrits, de sa vie, de son approche de la recherche et surtout de ses attentes extrêmement élevées à l'égard de l'art, toujours à la fois hantées ou tempérées par la conscience des lacunes de l'art. Toutes les interventions musicales sont de David Quigley et Nicholas Hoffman, avec des remerciements particuliers à Dominik Hruza, Misha Stroj et Stephen Mathewson.

Histoire de l'art --- Musique --- Expérimental-essai --- Poésie sonore --- Field recording

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In a distinguished teaching and writing career that spans half a century, Thomas H. O'Connor has explored in-depth the richly layered history of his native Boston, bringing the city's diverse and fascinating heritage to a wide audience of historians and general readers alike. Now his significant contributions are celebrated in these essays by leading scholars in the field. Originally published by Northeastern University Press in 2004. With a new foreword by Julie de Chantal.

Massachusetts --- Boston (Mass.) --- Politics and government. --- Social conditions. --- History. --- History of the Americas

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This book tells the story of how a team of colleagues at Boston College took an unusual approach (working with a design consultancy) to renewing their core and in the process energized administrators, faculty, and students to view liberal arts education as an ongoing process of innovation. It aims to provide insight into what they did and why they did it and to provide a candid account of what has worked and what has not worked. Although all institutions are different, they believe their experiences can provide guidance to others who want to change their general education curriculum or who are being asked to teach core or general education courses in new ways. The book also includes short essays by a number of faculty colleagues who have been teaching in BC's new innovative core courses, providing practical advice about the challenges of trying interdisciplinary teaching, team teaching, project-or problem-based learning, intentional reflection, and other new structures and pedagogies for the first time. It will also address some of the nuts and bolts issues they have encountered when trying to create structures to make curriculum change sustainable over time and to foster ongoing innovation.

Education