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The humanities in 2015 : why we need them and how they contribute to being human /
There is a crisis in the Humanities. This crisis encompasses the definition of the humanities, the depth, breath and scope of the humanities and the fact that the humanities has been diluted by various tangential fields over the last few decades. The authors address the need to recapture the beauty...
| Clasificación: | Libro Electrónico |
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| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
New York :
Nova Publishers,
[2014]
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| Colección: | World philosophy series.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- THE HUMANITIES IN 2015: WHY WE NEED THEM AND HOW THEY CONTRIBUTE TO BEING HUMAN; THE HUMANITIES IN 2015: WHY WE NEED THEM AND HOW THEY CONTRIBUTE TO BEING HUMAN; Library of Congress Cataloging-in-Publication Data; CONTENTS; PREFACE; Chapter 1: THE HUMANITIES IN CRISIS: WHAT WENT WRONG AND HOW TO RESTORE THEIR CENTRALITY IN OUR DAILY LIVES; ABSTRACT; THE PROBLEM IDENTIFIED BY COMPARISONS BETWEEN THE HUMANITIES AND THE SCIENCES; DEVELOPING A DEFINITION OF THE HUMANITIES THAT ENCOMPASSES THE SOCIAL SCIENCES; HISTORY OF THE HUMANITIES IN THE WEST.
- HOW THE HUMANITIES ARE TAUGHT TODAY: BOWDOIN COLLEGE AS AN EXAMPLEWHAT MIGHT BE DONE TO COUNTERACT THE EROSION OF ACADEMIC STANDARDS IN ACADEME?; REIMAGINING THE HUMANITIES FOR UNDERGRADUATE EDUCATION IN THE 21ST CENTURY: A FIVE STEP PLAN FOR CULTURAL REDEMPTION; HOW WOULD THIS BE ACCOMPLISHED?; CONCLUSION: HOW TO RESTORE THE HUMANITIES TO OUR LIVES?; NOTES; REFERENCES; Chapter 2: HUMANITIES EDUCATION AND THE GIFTED; ABSTRACT; WHO ARE THE GIFTED?; GIFTED AS A SOCIAL CONSTRUCTION; TRIPARTITE MODEL OF GIFTEDNESS; CURRICULA AND PEDAGOGICAL PRINCIPLES DESIGNED FOR THE GIFTED LEARNER.
- DEFINING HUMANITIES STUDIES WITHIN GIFTED EDUCATIONHUMANITIES EDUCATION FOR THE GIFTED; CONCLUDING COMMENTS; APPENDIX I. SAMPLE LISTING OF HUMANITIES PROGRAMS; REFERENCES; Chapter 3: "OH, THE HUMANITIES!": SOCRATES, ARISTOTLE, DILBERT AND HUMANISTIC EDUCATION IN ENGINEERING AT THE UNIVERSITY OF ILLINOIS; ABSTRACT; PART ONE: BRIEF HISTORY OF THE IFOUNDRY INITIATIVE, 2006-CURRENT; PART TWO: HOW DO WE UNDERSTAND THE STUDENTS BEFORE US? WHAT ARE OUR PRINCIPLES ABOUT STUDENTS AND TEACHING?
- PART THREE: RODGERS AND HAMMERSTEIN AT THE UNIVERSITY OF ILLINOIS, AND THE ARGUMENTS AROUND SCIENTISM IN CULTURE AND EDUCATIONPART IV: THE HEROIC SYSTEMS COURSE EXPERIMENT AND MOVING BEYOND EAU DE HUMANITIES; SUMMARY AND CONCLUSION; APPENDIX 1: ENG 298: HEROIC SYSTEMS: PUSHING THE BOUNDARIES OF GREATNESS, PAST, PRESENT, AND FUTURE; ACKNOWLEDGMENTS; REFERENCES; Chapter 4: MUSIC AS PART OF THE GENERAL EDUCATION HUMANITIES CURRICULUM; ABSTRACT; INTRODUCTION; MUSIC AND SOCIETY; MUSIC AND EMOTION; YOUNG MUSICIANS, LIFE TRAINING AND FUTURE VISTAS AND PANORAMAS; MUSIC EDUCATION AND APPRECIATION.
- MUSIC IN A HISTORICAL CONTEXTPUBLIC SCHOOL MUSIC IN THE UNITED STATES: EARLY DEVELOPMENTS; FOUNDER OF AMERICAN MUSIC EDUCATION; PROGRESS TOWARDS FORMALIZATION; COLLEGIATE MUSIC EDUCATION IN THE UNITED STATES: EARLY DEVELOPMENTS; THE BENEFITS OF MUSICAL STUDY; REFERENCES; Chapter 5: THE FUNDAMENTAL THINGS APPLY; ABSTRACT; I; II; III; IV; V; VI; ABOUT THE AUTHOR; REFERENCES; Chapter 6: THE BEST ARGUMENT FOR THE HUMANITIES; ABSTRACT; INTRODUCTION; REFERENCES; Chapter 7: 1066 ISN'T ALL THAT: DETERMINING WHAT IS NECESSARY TO TEACH ABOUT HISTORY AND ITS RELATIONSHIP TO THE HUMANITIES; ABSTRACT.