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Social sciences --- Humanities --- College teaching --- Study and teaching (Higher) --- Social sciences - Study and teaching (Higher) - Europe, Eastern --- Social sciences - Study and teaching (Higher) - Former Soviet republics --- Humanities - Study and teaching (Higher) - Europe, Eastern --- Humanities - Study and teaching (Higher) - Former Soviet republics --- College teaching - Europe, Eastern --- College teaching - Former Soviet republics

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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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Doctor of philosophy degree -- United States -- Statistics -- Periodicals. --- Electronic books. -- local. --- Humanities -- Study and teaching (Higher) -- United States -- Statistics -- Periodicals. --- Humanities --- Doctor of philosophy degree --- Study and teaching (Higher)

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The author has two goals: 1) to reintroduce humanity to the humanities, and 2) to present a foundation constructed in the reality of the natural languages upon which the studies of human thought and behavior can be successfully understood and explained. In the first section of the book the effects of language upon human behavior are illustrated. It is argued that as water is to fish, language is to humans: the medium in which they live, think, and discover reality. The idea that humans are not simply biological animals, but thought evolving in language—humans are the conversations they construct in language—is amplified. The second section of the book discusses what this means for the subjects we call the humanities. Grounded within the hermeneutic theories of Hans Georg Gadamer, the book is addressed to all the students, the teachers, and the teachers of the teachers of literature, poetry, history, and philosophy; in short, to the humanities and those who desire to comprehend and explain what we humans—beyond pure biology—understand and have made of ourselves.

Humanities -- Philosophy. --- Humanities -- Study and teaching. --- Humanities. --- Learning and scholarship. --- Education --- General --- Social Sciences --- Education - General --- History of Scholarship & Learning --- Humanities --- Study and teaching. --- Erudition --- Scholarship --- Education. --- Education, general. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Intellectual life --- Learned institutions and societies --- Research --- Scholars

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Art History and Emergency assesses art history’s role and responsibilities in what has been described as the “humanities crisis”—the perceived decline in the practical applications of the humanities in modern times. This timely collection of critical essays and creative pieces addresses several thought-provoking questions on the subject. For instance, as this so-called crisis is but the latest of many, what part has “crisis” played in the humanities’ history? How are artists, art historians, and professionals in related disciplines responding to current pressures to prove their worth? How does one defend the practical value of knowing how to think deeply about objects and images without losing the intellectual intensity that characterizes the best work in the discipline? Does art history as we know it have a future ?

kunstgeschiedenis --- geschiedenis --- filosofie --- kunsteducatie --- art history --- Art --- humanism --- humanities --- Humanities --- Education, Higher --- Historiography --- Philosophy --- Study and teaching (Higher) --- Aims and objectives --- Art - Historiography --- Art - Philosophy --- Humanities - Study and teaching (Higher) --- Education, Higher - Aims and objectives --- kunstgeschiedenis. --- geschiedenis. --- filosofie. --- kunsteducatie. --- exterieur van een kerk. --- religieuze gebouwen. --- burgerlijke architectuur; gebouwen; huisvesting. --- Frankrijk.