Education and Humanities

Resumen El objetivo central de este trabajo consiste en escudriñar cómo fue el proceso de urbanización en Hispanoamérica durante la época colonial, con el propósito de ex-traer elementos teóricos y metodológicos que sirvan de base en la preparación de un proyecto de investigación centrado en la época colonial de la ciudad de Barranquilla. Abstract The main objective of this work consists of scrutinizing how the urbanization process was developed in Hispanic America during the colonial times, in order to extract theoretical and methodological elements which are relevant to prepare a research project, focused on colonial times in Barranquilla.

Should university instructors teach works with immoral content? What if the works are by deeply immoral thinkers? This guide is intended to help us answer these sorts of pedagogical questions by articulating the pertinent moral issues and then suggesting strategies for navigating them.

The aim of the current study was to examine Swedish and Turkish teachers’ perspectives on values education. Qualitative interviews with 52 teachers were conducted and analyzed. Values education was mostly about compliance with societal values and norms. The learning goals or values in values education were mainly on how to treat others and on self-responsibility. Teachers did not take a critical approach. A main method of values education reported by the teachers was to be a good role model in everyday interactions with students. Values education was largely described as an everyday practice embedded in the stream of social interactions. Furthermore, an everyday language was used when the teachers described values and values education. There was a lack of professional knowledge in this domain.

For know the controversial history of the Druids in the Celtic world, will investigate the sources of its origin, through stories of classic texts and medieval legends of Gaul, Britain and Ireland. His role in Celtic society surpassed the religious sphere, covering war, politics, medicine and the law. Almost unknown is the participation of women in this institution.

Dear colleagues and friends who value education,

Enclosed is a letter I have drafted and posted to Academe, Inside Higher Ed., and The Chronicle of Higher Education. I am very grateful to Norman Markowitz for posting the original here, and I have taken the liberty of adding a bibliography. I also made it clearer that my name has not yet been added to the Turning Point's McCarthyesque witch hunt, but I have been attacked by an organization that now also has a chapter on my campus, Bloomsburg University of Pennsylvania. Id like to believe that I'm not formally on the list (yet) because I have stood up against Turning Point's assault--but I think it more likely that this is simply a matter of time. And it doesn't matter very much--the assassination of my character is just the same. I regard my university--and thousands like it--as particularly vulnerable to this assault on the academy because my students are not the children of the wealthy and the privileged; they are not necessarily the product of excellent public education. Bloomsburg and its region is rural, deeply conservative, and thus ready-made for exploitation by organizations like Turning Point USA. The following letter might thus be read as a cautionary tale of what can happen where we in the academy--at every level--are not vigilant, where we take for granted that we are free to teach what we think the very best of material, where we think none are likely to vilify us for our scholarship, our pedagogy, our value for the arts, humanities, and science. Let me also strongly recommend AAUP's Add My Name campaign. It's only when we stand together united that this assault on our professions, are freedom of thought and ideas--and on our student's futures as critically thinking citizens--will end.

English Literature today is very different from what it was in the early 1990s, when the discipline was called upon to justify its existence by a vocal section of teachers and students. As a result of the changes inaugurated by the ‗crisis in English Studies' and due to the comfort afforded by the demand for English language, the discipline has been relatively free from internal and external pressures to justify its existence. This is, therefore, a good time to raise the question of disciplinary relevance. I draw on my experience as a student, teacher and researcher formed by the 1990s to argue that the transformation of the discipline was at least partly facilitated by its investment in the engagement with texts and texutality. Reading and interpretation, albeit framed by a very different set of concerns, remain at the heart of Literary Studies as well as its offshoot, Cultural Studies. I, therefore, suggest that we consciously focus on building this capability, even as we introduce our students to an every-expanding range of textual forms.

The study and resolution of the complex problems that define the contemporary world require the use of integrative skills that go beyond the confines of a single discipline. At the University of Puerto Rico, Mayaguez Campus, interdisciplinary general education courses that integrate the sciences, technology, and the humanities are being designed to fulfill this need. The interdisciplinary course described here is a model for this type of general education interdisciplinary course in that it examines the intersections of three disparate disciplines: music, science, and mathematics. Moreover, it was developed with the objectives of fostering integrative thinking skills, increasing student engagement by studying the intertwining of apparently separate disciplines within a single complex area of study, and strengthening communication and group-working skills.

The importance of language, as a means of communication, is clearly evident in Chinese and Nigerian bilateral engagements. Understanding and mastery of each other's language and culture have become inevitably important. The research explored the acceptability of Chinese language teaching and learning in public primary and secondary schools. This objective was investigated using a comprehensive method of documentary review and interviews. The findings of the study show that, overall, Nigerians have a positive view of Chinese language teaching and learning in public primary and secondary schools as a foreign language in the country. They favored the idea of teaching and learning of Chinese language in primary and secondary school. However, they expressed some concerns that need consideration. The study results were discussed and limitations outlined, and offered recommendations for implementing Chinese language teaching and learning as a foreign language in Nigerian public primary and secondary schools.

This began as a chapter called “Artereality: rethinking craft in a knowledge economy” in Art School: Propositions for the 21st Century, edited by Steven Henry Madoff, MIT 2009. It was a kind of
manifesto for the interdisciplinary projects, research and pedagogy we were supporting in Stanford Humanities Lab.

Since Jefrey (Schnapp) and I wrote the piece in 2007-8, I have worked with Stanford’s d.school (Hasso Plattner Institute of Design) and realize that what we were talking about, and what we
named “artereality”, is what also gets called design thinking. Typically explored in relation to business process and the pursuit of creative innovation, design thinking as artereality also ofers a
model for revitalized practice-based arts and humanities in the contemporary academy that sees fit to challenge isolated disciplinary silos.

In the changing educational environment in Korea, some departments must justify their existence or adapt to changing circumstances. How language and literature fields can do so without sacrificing their essence is less clear, especially when facing neo-liberal attitudes among policy makers that value the more tangible rewards of education. In response to this situation, this paper engages in a broad exploration of some relevant themes, and attempts to sketch out some theoretically grounded and practical rationales for clarifying and articulating the value of such programs. This can provide a basis for more cogently articulating to the public the social value and necessity of the humanities, especially language and literature programs. Exploring philosophical methods of understanding our respective fields can serve as a starting point for clarifying the values and goals of the various scholarly disciplines that fall under the rubric of language departments. This can help identify some important aspects of these disciplines that can be communicated to those outside of these academic fields. Practice-based pedagogical philosophies can help bridge the gap between the theoretical goals and relevant outcomes of these programs, and thereby we can identify the practical benefits for students that need to be communicated to the public. Empirical research into education can provide further rationales and support in articulating and arguing for the social and practical value of such programs. This can not only help scholars to better articulate the value of our programs to others, but also provide a framework for discussing how to revitalize language departments and help our students to better understand the value of their studies and their degrees as they enter the job market.

Across the educational institutions of India ranging from public to private universities, humanities or technology-oriented institutions, the Department of English holds its ubiquitous presence. This article claims that this nation-wide spread of teachers and students of English departments in India can be utilised for various academic and creative endeavours in keeping with the vision of the National Educational Policy, 2020 which promotes translation of Indian texts. The article suggests that these departments consisting of bilingual faculty and students can act as regional hotspots of translation of literary and academic texts and can provide a working corpus to the proposed Indian Institute of Translation and Interpretation.

It has been my experience that education is most effective when the prime directive is to do what Marie Montessori proposed in 1946, and that is to help each child discover and then release his or her full potential.  The Indian philosopher, Krishnamurti proposed that education’s goal should be to free individuals from the illusion of one’s cultural conditioning so that they can think and value for themselves.  Thomas Moore recommends that schools strive to develop depth of feeling and imagination, instead of only focusing on knowledge and skills.  I agree with each of these, and I would add that our schools should be vehicles for self-actualization.  Self-actualization here is the state where one is able to accept and express of one’s inner core or self and begin to actualize those capacities and potentialities found there.  This article describes self -actualization in education as well as descriptors of self-actualizing activities that can be inserted into any curriculum.

SOMMARIO: 1. La fine della cultura universitaria europea? – 2. Era meglio dare
una approvazione generale? Evidenze empiriche della disperazione della
didattica a distanza. – 3. Non tutto il tempo passato è stato migliore: pensare
nel frattempo alla nuova normalità universitaria.

In this paper, we report on an intervention across continents and disciplines that brought together differently positioned students in South Africa and the USA. A collaboration between our classes-an introductory Geographic Information Systems (GIS) class in South Africa and a composition class in the United States-was facilitated and investigated by us. The point of departure of the intervention was to service socially just and anti-racist pedagogies through experimentation. Drawing on posthumanist, feminist, and new materialist theory, we investigate the hauntings of several prejudices and stereotypical tropes that foster racism. We link the concept of hauntology to Plumwood's (1993) theorization of dualisms. We then draw a cartography of geomatics education in South Africa, focusing on the subjectification of geomatics graduates in particular and engineering graduates in general. We then zoom to our collaboration, and focus on several interactions amongst the cohorts to show instances of hauntings that perpetuate anti-Black, anti-Muslim, and related silences. We find that analysis of dualisms can highlight racist hauntings, and can also provide guidance on how to flatten hierarchies. Our transdisciplinary activism allows us to harness the positivity of difference to trouble binaries. We conclude with some thoughts on pandemic pedagogy in an unequal world.

How to best educate the students of tomorrow? This is the most pertinent question debated over and over in the field of education in the world. In the 21st century, we come across many versions and opinions on how education may evolve and how to best use education over generations and keep pace with the time. our societies shift and so do the focus and philosophies of our education system. the rapid changes in the global economy and the attempt to find a one size fit all solution for education today. many of the higher education institutions have shifted the focus from the Humanities and Social Sciences to the pure Sciences, medical or technical and technological studies. overwhelming emphasis on STEM disciplines has pushed the arts Humanities and human Sciences into the margin even completely out of the picture in University classrooms.

This chapter makes the point that the much-debated Sport Science article required a pedagogical response and not simply a “review of ethical procedures” reaction. The racial essentialist thinking that governs research at Stellenbosch University affects teaching as well. At the heart of the ‘Introduction to the Humanities’ course are students who are not only afflicted by everyday racism, but also by struggles for inclusion in the classroom. It is in the classroom where students from diverse backgrounds can unlearn the racism that produces offensive research in the first place.

Problem Statement: Today’s ever-changing educational environment has created a need for new leadership styles
that encourage positive change and improvement. In Turkish universities, the most commonly used leadership models are the classic and/or traditional ones, which lead to stagnation in innovation and entrepreneurship. Only a limited number of universities are actively engaged in innovative research activities and achieve success in terms of entrepreneurship and cooperative work with industry. Abroad effort is needed to improve cooperation and encourage leadership development.
Purpose of Study: This paper attempts to show and critically analyze the role of leadership models of university management in creating a learning environment for innovation and entrepreneurship.
Methods: Semi-structured interviews were conducted with 42 different faculty members and 12 graduate students over a period of three months at three different universities in
Istanbul. Interviews were centered on 6 core research questions. Interpretative Phenomenological Analysis (IPA) was used to analyze the interview outcomes. The data were analyzed using the Atlas.ti 7 software kit.
Findings and Results: A large percent age of the participants,
78%, mentioned that participatory democracy is an important new leadership model that can empower innovation and entrepreneurship. Most respondents, 80%, also identified the important role of intensive collaboration with industry managers. In the transformation of the university, a significant percentage of the participants, 69%, agreed that
experts should be frequently consulted and their views taken into consideration. Slightly more than half of the participants, 54%, said that their university could do more to encourage innovation and innovative ideas from students and faculty members; out of the respondents who expressed this idea, the majority, 86 %, said that new leadership and
management styles would be critical in promoting this change.
Conclusions and Recommendations: As the current study shows, universities that apply new leadership styles create an
environment more conducive to fostering entrepreneurship and innovation. Consistent with previous research, the leadership model of university management plays a vital role
in universities’ readiness to accept innovative and entrepreneurial changes. Universities should adopt new leadership styles instead of using conservative and traditional leadership models that discourage innovation
and entrepreneurship. Generally speaking, democratic leadership models are more effective at fostering open innovation. In the new management framework, leaders can create new environments and spaces, such as technology transfer offices, to collaborate with industry.

Despite the extraordinary amount of attention critical thinking has received in the last few decades, the teaching and fostering of critical thinking in higher education is largely failing, and critical thinking has become an empty buzzword. However, given its importance as an aim of education, it needs to be “refilled”, but that is possible only after identifying the causes of the current failure, i.e. the obstacles to fostering critical thinking. Three such obstacles are identified in this paper, two actual and one hypothetical: (1) the lack of clarity and agreement about what critical thinking is, (2) current teaching practice, and (3) social resistance to (fostering) critical thinking. Based on a critical analysis of these obstacles, this paper suggests to remove or avoid them by refocusing critical thinking “instruction” in higher education on the idea that critical thinking is aiming for truth.

The paper is assisted by an initial brief comparative base of case study between fascist Italy and nationalist Iran in the 1930s. Furthermore, it attempts to find out the roots of this absolute creating culture, highlighting the contrasting opinions between Isa Sadiq (1894 – 1979) and Mohammad Ali Foroughi (1875 – 1942) as prominent ideologues of the Pahlavi dynasty in the span of time between 1920 and 1940. This latter is finally extended to the exploring of critical historiography exposing the ideation of the Tomb of Sa'adi (1210 - 1292) in Iran in 1956 as the implicit plasticized quintessence of the architectural culture of power and absolutism.
The architectural romanticization could be profoundly overviewed as the lack of tangibility upon the surrounding realities as the epistemologist Jean Piaget (1896 – 1980) ascertained utterly when structured the basis of the child conception towards his surrounding realities in 1945. This romanticization has been constantly undertaken by both Iranian and foreign historiographies especially after the constitutional revolution of Iran in 1906. According to the ongoing ruling-power’s assumption of identity, the creation of architecture vary, maintaining however to respect the “culture of the power as the will of the masses”. When Hanna Arendt (1951) argued the phenomenology of totalitarian regimes in the 20th century, detected the vehement cultural origins of believes in absolutisms where the “time” is firm and petrified. 
By power, absolutism and totalitarianism are usually intended the ruling systems, but the objective of this paper is to talk about an implicit form of power and somehow obstacle that is rarely expressed. The romantic glance towards the historiography perhaps is deeply rooted not only in the aspirators of power or predator of resources, despots and dictators but also in the profound sense of the historic culture, even that part of the culture which is praised beyond the boundaries of governments or ruling powers.

This paper marks the relation between humanities education and democracy as one of mutual necessity, since the pragmatic value of each is dependent on the other to be recognizable and realizable. Such an understanding is drawn from the ideas of the American philosopher and educator John Dewey. Dewey’s system clearly reveals the nature of the stakes of the assault on the humanities; it also indicates the educational measures democratic societies should take in response. By instantiating the “conjoint communicated experience” of democracy in a public, shared space in which differences are respected, human meanings are explored, and the expansion of knowledge and experience is valued as an end in itself, the humanities classroom emerges as a site of social renewal, as well as one of resistance to illiberalism. In order to present such a site in a manner befitting Dewey’s pragmatism, a lesser-known, local example of the value of humanities education is examined in this paper: that of the International Institute in Spain, located in Madrid. Beginning with its founding as a school for girls by Boston missionaries in 1892, and through its role at the center of a network of institutions invested in progressive educational reform in Spain during the pre-civil war period, IIE stands as a testament to the continuity through renewal that defines both liberal democracy and humanities education.

This began as a chapter called “Artereality: rethinking craft in a knowledge economy” in Art School: Propositions for the 21st Century, edited by Steven Henry Madoff, MIT 2009. It was a kind of manifesto for the interdisciplinary projects, research and pedagogy we were supporting in Stanford Humanities Lab.
 
 Since Jeffrey (Schnapp) and I wrote the piece in 2007-8, I have worked with Stanford’s d.school (Hasso Plattner Institute of Design) and realize that what we were talking about, and what we named “artereality”, is what also gets called design thinking. Typically explored in relation to business process and the pursuit of creative innovation, design thinking as artereality also offers a model for revitalized practice-based arts and humanities in the contemporary academy that sees fit to challenge isolated disciplinary silos.
 
 MS October 2014

The reasons to read contemporary works, and older ones, by people of color, indigenous peoples, and other groups underrepresented in anthologies until recently are compelling and should be obvious. The reasons to continue reading “classic” texts that have until recently held places of honor in anthologies and English curricula are, however, less obvious to many contemporary readers. This book is emphatically not a defense of the literary “canon” of generations past, but does bring the thoughts of a range of professors of English to bear on a question about which many undergraduates and adult readers wonder. These thoughtful, engaging, personal responses to why read Homer or Milton or Spenser or James, among others, are meant as invitations to revisit “old assignments” in new terms.

This paper examines the emergence, collapse, and resurgence of Humanities studies in higher education around the world. Throughout history, all communities and civilizations have demonstrated that our societies' educational priorities and philosophies have shifted. When we evaluate phrases like innovation and technological development in the context of the global education industry, we witness some significant developments. The overwhelming concentration on STEM fields has pushed the Humanities and Human Sciences to the periphery of university classrooms, if not completely out of the picture. However, the world has been in transformation for the past ten years. The importance of Humanities in the lives of today's youth has opened up many new areas to study Humanities, and new subjects are currently being studied. The current endeavour to create a one-size-fits-all solution for education has resurrected Humanities studies on college campuses. This is the Humanities 2.0 epoch.