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The arts and humanities (A&H) play a fundamental role in medical education by supporting medical learners' development of core competencies. Like all medical curricula, those integrating the A&H are more likely to achieve the desired outcomes when the learning domains, goals, objectives, activities, and evaluation strategies are well-aligned. Few faculty development programs focus on helping medical educators design A&H curricula in a scholarly manner. The Prism Model, an evidence-based tool, supports educators developing A&H medical curricula in a rigorous way for maximum impact. The model posits that the A&H can serve four pedagogical functions for medical learners: 1) skill mastery, 2) perspective taking, 3) personal insight, and 4) social advocacy. Although this model has been described in the literature, no practical guidance exists for medical educators seeking to apply it to the development of a specific curriculum. This paper provides a step-by-step demonstration of how to use the Prism Model to design an A&H curriculum. Beginning with the first step of selecting a learning domain through the final step of curriculum evaluation, this paper helps medical educators apply the Prism Model to develop A&H curricula with intentionality and rigour to achieve the desired learning outcomes. [ABSTRACT FROM AUTHOR]

This article examines the predictors of gender-specific literature production in the field of social sciences and humanities (SSH). The research used bibliometric information on 1132 gender-related articles by authors with Romanian affiliations. Binary logistic regression shows the individual and institutional factors of a paper's likelihood of including gender-related words in its title. Weak institutionalisation of Gender Studies marks this national context, reflected in the marginal and discontinuous integration in the curriculum of higher-education institutions. Our findings suggest that the female gender of the first or a single author, as well as the authors' affiliation with Romanian universities running master's programmes in Gender Studies, are positively associated with the outcome variable. Likewise, single-author articles have greater odds than co-authored articles of including a reference to gender in their titles. Conversely, articles published in journals in the JIF third quartile of the JCR hierarchy have less chance of having a title that conveys an orientation towards gender-specific research. The implications of our findings suggest that the decision-makers at the level of faculties and research institutes in SSH must focus on creating a facilitating environment for scholarly interest in feminist research. We propose tackling the negative stereotypes regarding feminism's ideological underpinnings and its ostensible lack of epistemological foundation. Romania is a country still facing significant domestic violence and poor gender equality, so these findings have further implications at the societal level. [ABSTRACT FROM AUTHOR]

The question of Tibetan refugees retains a unique matrix in world history. Though many Tibetans have fled from their motherland and settled in various parts of the world, they still believe themselves to be Tibetan citizens. Aaniya Asrani, through her three-part graphic non-fiction series Portraits of Exile, looks at the lives of Tibetans in exile residing in Bylakuppe. It is a geoGraphic novel that combines the spatial qualities of comics with geographical methods and is the first graphic narrative produced in India concerning the Tibetan experience. Asrani uses landscapes as fabrics for expressing the truth of refugeehood, and cultural trauma recalled through individual experiences. The paper attempts to look at Asrani's mapping project from the perspective of Geohumanities; her use of maps, structuring of landscapes, and assertion of identities is looked upon using the lens of narrative cartography, cultural geography, and place identity, respectively. [ABSTRACT FROM AUTHOR]

Racism has been recognised as a threat to patient outcomes, public health, and the healthcare workforce, and health professions (HP) educators and learners alike are seeking effective ways to teach anti-racism in HP education. However, facilitating conversations on race and racism in healthcare contexts can be challenging. Integrative arts and humanities approaches can engage learners in the critical dialogue necessary to educational interventions focused on anti-racism. Discussions of works of visual art, for instance, can leverage visual art as an avenue for indirection to balance introspection and revelation with psychological safety. Structured pedagogical frameworks that emphasise the perspectives and experiences of participants, such as the Visual Thinking Strategies approach, can lead to open-ended and collaborative discussions where participants can safely explore their assumptions in a space that encourages productive discomfort. Visual arts-based programs on anti-racism in HP are limited, though, in part because no collection of images exists to support HP educators in this endeavour. This paper describes the process of developing a digital image library to support HP educators seeking to generate discussions on race and racism as part of anti-racism curricula. We also highlight common themes, best practices, and potential pitfalls associated with use of the image library. [ABSTRACT FROM AUTHOR]

This article considers Australian receptions of C. P. Snow's The Two Cultures and the Scientific Revolution (1959), and of the controversy over the literary critic F. R. Leavis's combative 1962 response to it. Taking a lead from conceptual insights in global histories of science and the history of knowledge, the paper considers the ways knowledge claims iterate differently in different geographic and cultural contexts. Elements of the Snow–Leavis dispute resonated among Australian scientists, cultural critics, journalists and poets, while others did not. Snow's diagnosis of a disciplinary antagonism between the humanities and the sciences was central to Australian receptions of the controversy, but wider political issues, emphasised in much of the more sophisticated historiography of the 'two cultures' as a British-American controversy, were largely ignored. This reception reflected the post-war expansion of Australian higher education, and the shifting relations within it between the humanities and the sciences. [ABSTRACT FROM AUTHOR]

Children and adolescents face increased mental health issues and social isolation, especially within the COVID-19 environment. In response to the current situation, the concept of social and emotional learning (SEL) has shown positive influences on children and adolescents. This paper will provide a brief definition and values of SEL. Then, the authors will suggest the concept of Humanities-Oriented Physical Education (HOPE) as a vehicle for SEL. Following this, under the umbrella of HOPE, this paper will introduce one specific pedagogical model that has the potential for creating successful learning environments for SEL within physical education settings. [ABSTRACT FROM AUTHOR]

Recent Kant scholarship has argued that sympathetic feeling is necessary for the fulfilment of duty (e.g. Fahmy, Sherman, Guyer, and others). This view rests on an incorrect understanding of Kant and the historical context in which he wrote. In this paper, I compare Kant's conception of sympathy with Hume's and Smith's, arguing that Kant adapts central features of Smithian sympathy. I then examine Kant's lectures on ethics and anthropology, arguing that in them we can distinguish between two types of sympathy: one that is instinctual or pre-reflective, which we might call empirical sympathy, and one that is reflective and properly moral, which we might call rational sympathy. On these grounds I reconstruct an account of Kantian sympathy as a cognitive virtue for which feeling may be useful but not necessary, since its primary purpose is to provide information about the well-being of others, leading to action which honours their worth. [ABSTRACT FROM AUTHOR]

This paper investigates how the emotional responses towards research assessment reflect both social position and strategy in the struggle for scientific authority. This is examined through interviews with humanities researchers conducted as a part of a study on the implications for research practice of the Danish Bibliometric Research Indicator (BFI). Drawing on Bourdieu's theory of practice and Scheer and Matthäus' conceptualisation of the affective habitus and emotional practices, our research suggests that emotions can be conceptualized as strategic practices closely tied to the hierarchical position of the researchers. Established researchers deployed emotional practices as a form of resistance against compliance-based research assessment to retain their scientific authority and autonomy, while early-career researchers generally wanted to resist but their precarious positions did not afford them the possibility to do so. The study thus highlights the potential of studying emotions in relation to resistance and reproduction of dominance in higher education. [ABSTRACT FROM AUTHOR]

This paper highlights the erasures of normal-languaging and normal-diversities that mark the contemporary human condition. Its aim is to make visible North-centric assumptions regarding the nature of language by asking what, when, why and where language exists and how it plays out in global-local, analogue-digital timespaces. In particular, the study presented in this paper troubles the interrelated 'webs-of-understandings' regarding language, identity and culture that are embedded in both traditional concepts and neologisms. It illuminates the looped taken-for-grantedness of established and emerging discourses in the Social Sciences and Humanities. Drawing attention to boundary-markings in scholars languaging that have become naturalized, the paper critically appraises how conceptual epistemic hegemonies continue to flourish across northern-southern places-spaces. It thus, also discusses the relevance of such questions in doing research itself. Inspired by an overarching reflection on various 'turns' (like the multilingual-, boundary – and mobility-turns), this paper calls for moving from North-centric knowledge regimes to engaging analytically with global-centric epistemologies where gazing from a mobile-loitering stance is key. This means that this paper poses uncomfortable and revised analytical–methodological questions that potentially destabilize existing global/universal understandings related to language, identity and culture. [ABSTRACT FROM AUTHOR]

This paper draws from a series of Place-thought walks that the authors took at an open-range zoo. It practices a feminist common worlds multispecies ethics to challenge the systems that maintain nature-culture divisions in early childhood education. Postdevelopmental perspectives (i.e., feminist environmental humanities, multispecies studies, Indigenous studies) are brought into conversation with early childhood education to consider how zoo-logics maintain binaries and hierarchical thinking. Zoo-logics are related to developmental, colonial, and Western ways of reasoning and being in the world. Two feminist approaches to ethics, (re)situating and dialoguing, are discussed and show how they are necessary for undermining binaries and hierarchies that enable human exceptionalism, white privilege, and phallogocentrism. (Re)situating practices are presented through a lively dialogue based on Emu-human encounters at an open-range zoo. This paper argues that (re)situating and dialoguing pedagogies activate feminist common worldings. Worlding well requires a collective and relational multispecies ethics which are needed in these troubling times. [ABSTRACT FROM AUTHOR]

This paper explores the nature of academic research in the Humanities. It questions whether such scholarship has been instrumentalised to a narrowly individualistic, short-termist and action-orientated pursuit – whether, in simpler terms, there is too much writing and not enough reading. In the first part of the paper, the authors argue that such instrumentalisation is evident in the very language we use; we speak of research 'outputs', research 'impacts' and research 'targets', and all of these terms position Humanist scholarship closer to archery than human understanding. In the second part of the paper, Mahon and Henry foreground particularly the relationship between scholarship and silence as well as the importance of close and careful reading. Throughout the paper, the authors draw on the work of Ralph Waldo Emerson and Stanley Cavell in order to highlight a more edifying framework for research in the Humanities – one that might resist the darker impulses of a marketised academy. [ABSTRACT FROM AUTHOR]

Over half a million people in the United States enter homelessness every night. These rates rise in large metropolitan cities with intolerable outdoor living weather conditions. We blame the impoverished for their position and punish them as a society. For example, some states would instead treat homelessness as a criminal offense to wipe it clean from the city. In Spring 2021, Austin, TX, passed Proposition B, legislation treating homelessness as a criminal offense (Austin City Manager, 2021). This paper will analyze Save Austin Now's (SAN) website through a rhetorical critique utilizing Walter Fisher's narrative paradigm and The Five Faces of Oppression by Iris Marion Young. These theories provide a lens to analyze the languages of hate and oppression SAN uses on its website to sway Austin voters to pass Proposition B and further displace Austin's ever-growing homeless population. It was discovered SAN's campaign was successful because of narratives around violence, crime, and personal deficits toward those experiencing homelessness. We can shift this narrative with public information and awareness campaigns, humanizing unhoused people. This research provides new insight into changing public opinion, altering policy, and creating common values. We promote a more humanizing engagement when we have a more informed citizenry. [ABSTRACT FROM AUTHOR]

Mathematics is not just the queen of the sciences; it permeates through art, commerce, and in fact, every aspect of modern life. However, while we as mathematicians see beauty in the mathematical way of thinking and problem-solving, our students tend to think of mathematics as a set of rules and abstract computations. Our pleasure of doing mathematics usually does not transfer over to our students. In this paper, we describe two liberal arts general education courses which seek to develop a broad appreciation of mathematics for students who may not require any technical mathematics course for their academic major or chosen career path. We present mathematics as it relates to everyday life, with the goal of improving student appreciation of mathematics. [ABSTRACT FROM AUTHOR]

This paper conceptualises and explores 'the art of critique' in student writing in the humanities and social sciences [Foucault 1997. "What is Critique?" In: The Politics of Truth. English Translation. Translated from French by Lysa Hocroth & Catherine Porter. In Dits et Ecrits for original French. Los Angeles: Semiotexte. Accessed July 10, 2015. http://anthropos-lab.net/wp/wp-content/uploads/2011/12/Foucault-Critique.pdf]. Its starting principle is that education lacks vigour without an understanding of how to play with and disrupt the rules of Western reason, as well as respect them: a practice of playing and interrupting the same to generate something new that is beyond 'use-value' [Derrida 2006. Specters of Marx. New York: Routledge Classics, 201] yet can also be used to signify 'use-value'. Fundamental to this idea is the question of the 'agency' of the subject in orders of discourse, oscillating between consent and resistance. To conceptualise the dynamics of interrupting the historical traditions of academic writing more closely, Foucault's notion of 'care of the self' and Derrida's field of analysis, deconstruction, are interrogated. A few examples of such dynamics in student work are then tentatively presented as heuristics for catalysing the 'art of critique' in writing. [ABSTRACT FROM AUTHOR]

While research on sound and education has opened up important pathways, it dominantly approaches sound as meaningful. This paper charts another tendency, exploring sound as educational precisely because it resists our attempts at understanding. The force that guides this trajectory is that of timbre, or the nuance of sounds. I begin with Eidhsheim, who delinks timbre from essence and identity, showing the infinite potential of vocal timbres. While this weakens the link, the pedagogy she articulates remains within the drive to produce knowledge under the order of the beautiful. To experience timbre's pedagogical charge requires a move to the aesthetic of the sublime. To make this move, I link together Lyotard's writings on writing, thinking, aesthetics, and sound, providing an expansive conception of timbre and showing the sonic dimensions of writing and thinking, through which the writer suspends their drive to know and becomes possible to the timbre of words. [ABSTRACT FROM AUTHOR]

This paper explores the experiences of eight Muslim women academics (MWA) within a range of sciences and humanities disciplines. The data draws from my doctoral study which examined the experiences of men and women Muslim academics at UK universities. Findings from in-depth interviews with participants highlight the intersectionality of religio-gendered identities as central to their experiences. Being hijabed in academia triggered gendered-Islamophobic micro-aggressions, whose potential impact on the participants was buffered by their resilience, positive outlook, and belief. Further, they capitalized on their visible faith to demystify negative perceptions about Muslims and to advance their career-through utilizing the diversity logic within academia, while recognizing its tokenistic nature. Despite facing challenges, the participants share certain qualities that facilitate success, with agency being the uppermost quality. [ABSTRACT FROM AUTHOR]

"If we possess the land," cultural activist Ben Caldwell said, "we can become erasure proof." The essay reveals how BIPOC community arts spaces negotiate spatial sovereignty that fortify ecologies of culture and place. The work analyzes a culminating activity in a participatory action research process structured around the themes of land, story, memory, and leadership. The axis of the paper is an intergenerational conversation with cultural producers and arts administrators at Self Help Graphics & Art in the Latinx neighborhood of Boyle Heights, Kaos Network the African-American neighborhood of Leimert Park, and Visual Communications in the Asian Pacific Islander led neighborhood of Little Tokyo. The conversation is set in Los Angeles—a megalopolis on the Pacific Rim recognized globally for its creative and cultural production. "How to Become Erasure Proof" provides a robust conceptual framework, and highlights BIPOC strategies for community organizing that cherish culture and land. The discussion contributes to broader movements centering BIPOC imaginaries, creative flourishing, and organizing for spatial justice. [ABSTRACT FROM AUTHOR]

This paper has three main aims. First, to make good on recent suggestions that Adam Smith offers a genealogy of the origins of religious belief. This is done by offering a systematic reconstruction of his account of religion in The Theory of Moral Sentiments, demonstrating that Smith there offers a naturalised account of religious belief, whilst studiously avoiding committing himself to the truth of any such belief. Second, I seek to bring out that Smith was ultimately less interested in the truth of religious beliefs than in evaluating and understanding the place of religion in healthy ethical living. Third, I put Smith's account into contrast with the more famous treatment offered by Nietzsche (as well as Bernard Williams's later, Nietzschean, reflections), and suggest that Smith offers us the more plausible picture of both religion and morality, a finding of both historical and contemporary philosophical import. [ABSTRACT FROM AUTHOR]

Practice-based research is now widely accepted at doctoral level, and it is recognised that creative practice can be the mode, method, tool, object, subject and/or embodiment of research in the arts and humanities PhD. The growth of creative methods and arts-based methods also means that data is increasingly gathered through creative means in many social science and education doctorates. The doctoral contribution as thesis can therefore no longer be automatically assumed to be contained solely in a written text. This paper questions the extent to which research degree regulations and policies are reflecting and enabling the diversity of contemporary forms of knowledge articulation in practice-based research. Arising from my lived experience of supporting doctoral candidates to navigate regulations on the format and formatting of a submission, it draws on empirical research into research degree regulations at a number of universities in the United Kingdom, contextualised in relation to the literature. I reveal the assumptions and constraints embedded in regulatory practices and highlight ongoing concerns around the articulation and archiving of practice-based doctoral research. [ABSTRACT FROM AUTHOR]

This paper analyses the effects of research assessment on the overall research practices of academics. Case study research was conducted in departments from two contrasting disciplines – the natural sciences and the humanities – in one research intensive Danish university. The case studies examined academics' and administrators' experiences of a national bibliometric indicator (BFI) used for research assessment. PhD students and early career researchers reported that the greatest effects of research assessment were on their publishing practices. Prompted by further questions, many interviewees reflected on the relationship between research assessment and changes in their overall research practice about which they were previously unaware. We drew on Bourdieu's theory of practice to theorise why there was so little reflexivity, especially among senior researchers, about the relationship between actions to comply with research assessment and changes in research practice itself. We conclude by highlighting some potential implications, especially for mentorship of early career academics. [ABSTRACT FROM AUTHOR]