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This paper contains an introduction to a selection of papers across social sciences and humanities, based on empirical explorations and theoretical conceptualizations. Authors highlight the issues of parental roles, parental styles, child and family positioning in the family and society. The lens of children's rights and participatory approaches is also discussed. Authors focus on diverse practices in parenting, different approaches to children's agency and freedom of choice, family as a negotiated space mediated by culture, children's position in family and society, life chances and wellbeing, critical approaches to children's rights perspectives, early intervention, socio-political context, finally Freire's and Korczak's pedagogies. [ABSTRACT FROM AUTHOR]

This paper provides the authors' introduction to Looking Back: A Historical Review of the Lawsuit That Transformed the Chiropractic Profession, which is a series of papers that reviews events surrounding the federal antitrust lawsuit Wilk v American Medical Association. Information in this series describes the events before, during, and after the lawsuit and the relevant issues related to the transformation of American mainstream health care and chiropractic. These papers give insight into many of the factors that shaped the chiropractic profession that we know today. [ABSTRACT FROM AUTHOR]

This essay questions the digital humanities' dependence on interpretation and critique as strategies for reading and responding to texts. Instead, the essay proposes suggestion as a digital rhetorical practice, one that does not replace hermeneutics, but instead offers alternative ways to respond to texts. The essay uses the Occupy movement as an example and, in particular, focuses on the circulated image of a police officer pepper spraying protesters at one event in order to show how suggestion functions within a network of moments and associations. (Contains 5 notes.)

This position paper proposes to broaden the conception of personal epistemology to include design epistemology that foregrounds the importance of creativity, collaboration, and design thinking. Knowledge creation process, we argue, can be explicated using Popper's ontology of three worlds of objects. In short, conceptual artifacts (World 3) like theories are products of human minds that result from personal thinking and experience (World 2) and are encrypted through language, signs and symbols on some physical media (World 1). Examined from this perspective, knowledge creation necessitates design thinking, and ICT facilitates this process by providing a historical record of the development of ideas and allows for juxtapositions of ideas to create new ideas. The implication for education is that educators and researchers should develop students' epistemic repertoires, or ways or knowing, so as to create cognitive artifacts to make sense of the problems and challenges that a student encounters.

This article offers a critique of the discursive politics represented in attempts to frame social sciences and humanities work in the mould of neoliberal knowledge capitalism. The critique offered is inspired by Foucault's critical thought on neoliberalism and an interpretation of "neoliberal governmentality" that flows from his College de France lectures on "the birth of biopolitics". As a launching point, a particular document is explored -- a 2008 report from a private consulting firm called the Impact Group, commissioned by the Social Sciences and Humanities Research Council of Canada (the benefactor of the postdoctoral research fellowship from which this present inquiry emerges). The author explores here the significance of how a deeply economic-reductionist -- or, in the author's terms, neoliberal -- way of looking at social sciences and humanities work can find utterance in a context of a hegemonic discourse of what the author (and others) terms "neoliberal knowledge capitalism". As one particular -- if dominant at present -- "regime of truth" in Foucault's terms, this discourse represents well the imperatives of neoliberalism, which are construed here as imperialistic and colonising. From a neoliberal perspective, anything and everything in society ought to be perceived as a commodity, to be privatised, bought and sold, and considered solely within a framework of utility towards driving "economic growth" in the most raw and disembedded sense of market relations, working over and above, and outside any category of critical comment or influence. This trend, in turn, is put under scrutiny here towards suggesting the necessary political task of interrupting this particular regime of truth and asserting others based on frames of reference and value not associated with a narrow, myopic neoliberalism, but rather with forms of knowledge socialism.

Mathematics and science knowledge/skills are most commonly associated with engineering's pre-requisite knowledge. Our goals in this paper are to argue for a more systematic inclusion of social science and humanities knowledge in the introduction of engineering to K-12 students. As part of this argument, we present a construct for framing the humanistic side of engineering with illustrative examples of what appealing to the humanistic side of engineering can look like in a classroom setting, and opportunities for research that examines the dynamics that the humanistic side of engineering introduces into engineering learning and teaching. The illustrative examples are drawn from interactions among student-teams from elementary classrooms engaged in engineering activities that appeal to the humanistic side of engineering. Referencing these examples as well as other established engineering education programs, we will discuss opportunities for research in the education of K-16 students. These opportunities span understanding how students' attitudes, beliefs, and perceptions shift, particularly among traditionally underrepresented populations, to how students' engineering knowledge and practices develop in the context of a humanistic approach to engineering.

2012, the National Year of Reading (NYR), was celebrated in libraries, schools and community centres throughout Australia. At the University of Adelaide, we celebrated our academic culture of literary teaching and research with a range of programmes and initiatives based in the humanities faculty. The Barr Smith Library played an integral part in supporting the University's literary culture with our collections, services and expertise. This paper describes my role as an embedded librarian in the humanities, and the different areas of professional practice that I employed for NYR in 2012: collection development and promotion; teaching; collaboration with academic colleagues; the use of new educational technologies and social media. It provides an insight into some of the current trends and future opportunities that are shaping the role of the subject librarian in academic libraries. [A Bibliography is included.]

In the current economic climate, many corporate and political leaders seek to reform public education through entrepreneurial efforts that reflect a managerial approach. Similarly, several academic scholars are busily marketing their research. To counter these trends and improve one's own standing, the author suggests that those who are in the humanities must explicitly rededicate themselves to promoting collective flourishing. He discusses the function of the humanities at the present time. He proposes that the market's current strength follows from its "cultural" success, its depiction of society in a way that often deeply resonates even with those it disadvantages. He believes that the humanities' canniest response is to keep offering alternatives to the prevailing market culture--a task for which the current marginality conveys a unique advantage. At the very moment when the university is yielding to the same cooptation that has overwhelmed the government, the legal system, and medicine and other professions, the humanities can speak powerfully for a counter-ethos of collective human flourishing.

Universities in many countries increasingly value talent, and do so by developing special honors programs for their top students. The selection process for these programs often relies on the students' prior achievements in school. Research has shown, however, that school grades do not sufficiently predict academic success. According to Renzulli's (1986) three-ring model, student characteristics relating to intelligence, motivation and creativity are the most important predictors of excellent achievements in professional life. In this paper, we will investigate whether honors students differ from non-honors students in terms of these characteristics. By means of a questionnaire, more than 1,100 honors and non-honors students at Utrecht University were asked to assess themselves on six characteristics: intelligence, creative thinking, openness to experience, the desire to learn, persistence, and the drive to excel. The results showed that the honors students differed significantly from the non-honors students in terms of the combined variables as well as for the separate variables, with the exception of "persistence". The strongest distinguishing factors between honors and non-honors students appeared to be the desire to learn, the drive to excel and creativity, whilst there was little difference in terms of intelligence and persistence. However, the profiles of these differences varied according to the study program. While Law and Humanities honors students differed from their non-honors peers in terms of their drive to excel, Physics honors students were primarily more eager to learn than their non-honors peers, while the LA&S honors students scored higher on creative thinking than non-honors students. (Contains 6 tables.)

The success of partnerships between universities and communities, especially partnerships involving Research I universities, is often undermined by divergent goals and timetables. Whereas a community organization might imagine its timetable for achieving a certain goal in years or even decades, the goals of faculty members working at high-pressure institutions might be relatively short-term and even provisional, ranging from the production of an article, book, or white paper to the development of a service-learning class or undergraduate research experience. While one set of goals places the community at the center, and is therefore focused on outcomes that serve the community, the other must weigh the professional demands of the institution to publish, to teach, to create first-class research. Indeed, this view of opposing community and university goals is especially strong in "new" arenas for community-engaged scholarship--like the humanities--that lack both the long-standing research models and the reward systems available to scholars in professional fields like education, public health, and social work. In these fields, collaborative, community-centered scholarship has been central to the development of methodologies, practices, and theories that integrate scholarly and community work, and it has shaped the system of rewards (tenure, merit pay raises, research funding) that make life in the academy viable. By contrast, in the humanities, community-centered and collaborative research is seen, more often than not, as a distraction from serious scholarship, and consequently is rarely rewarded. In the context of the institution, the work that humanists do in the community is often figured as a labor of love, something they do outside of their service to the professional communities that they inhabit but which enriches their intellectual lives in ways that are often hard to tabulate. For many of those in the academy, community work represents a return--a way of giving something back to the communities that helped to make them the scholars they are today. The author reminds faculty members doing public humanities service for the community and the university to make sure that they themselves are not ill-served.

Copyright of Angles: French Perspectives on the Anglophone World is the property of Societe des Anglicistes de l Enseignement Superieur and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Jory Brass and Leslie David Burns provide a useful and informative review of research appearing in the "English Journal" ("EJ") and "Research in the Teaching of English" ("RTE") over the past 100 years. It is a bit unfortunate, if understandable, to exclude books and articles in other journals, because such a restriction excludes many pieces of excellent research not published under what Brass and Burns call the NCTE imprint. This restriction also limits the questions that might be asked. More important questions than those about continuities and discontinuities in the published work appearing in "EJ" and "RTE" might have been the following: (1) What has been accomplished in the 100 years in which NCTE has nurtured research related to the teaching of English?; and (2) What impact has that research had on the teaching of English? In this article, the author turns his attention to these two questions and discusses several factors that account for the failure of teachers to take advantage of the research findings.

Low-income male students of color are among the populations experiencing the least amount of success in the current arrangements of school, described by some as part of the "the boy crisis" in education. This article draws on a year long ethnographic study of a single-sex, all-male classroom in a public middle school. It explores their experiences in a Humanities class (Language Arts and Social Studies) where, with their teacher, the boys gradually constructed a collective sense of collaboration and achievement. The paper responds to Gutierrez's (2008) call for a new vision of educating youth that includes redesigning what counts as the teaching and learning of literacy. The authors, using Gutierrez's conception of "a third space" as well as work by Freire (1970, 1994), describe how this class recreated their classroom space in the midst of school wide practices and curricula driven by high-stakes assessment.

The literature on private higher education has identified striking differences between the public and private sectors in terms of fields of study. For example, unlike their public counterparts, private universities have traditionally specialised in the social sciences and humanities. This paper explores the university market in Argentina to see if these differences still persist today, or if they have blurred over time. This dynamic is studied from the perspective of both supply (the percentage of institutions offering a specific degree programme) and demand (student enrolments). Clearly, both sectors are venturing further and further into each other's traditional domains.

The humanities are at the heart of knowing about the human condition; they are not a luxury. The erosion of support for the humanities and the perennial anxiety about the state of the humanities are systemic. The author contends that until people acknowledge this fact, they will keep lurching from one point to another, unable to recognize the repetition, and continually slouching toward but then away from the problem. In this article, she offers five recommendations for how those in the humanities can best use their most powerful tool: the technology of self-consciousness, of mindfulness.

Sheila T. Cavanagh. Cherished Torment: The Emotional Geography of Lady Mary Wroth's Urania. Pittsburgh: Duquesne University Press, 2001. xi + 287 pp. bibl. index. $60. ISBN: 0-8207-0320-6. S. P. Cerasano [...]

The high level of graduate unemployment, even though it is acknowledged as one of the most distinctive characteristics of the Greek labour market, it has not attracted enough attention in the academic literature. This paper utilizes micro-data from the Labour Force Survey in order to investigate how the employment situation of young (aged 35 and below) graduates varies across fields of study. The findings suggest that graduates of disciplines that have high levels of private sector employment, such as Polytechnics and Computer Science, are in general better off in the Greek labour market. On the other hand, graduates of disciplines that are traditionally related to the needs of the public sector, such as Social and Humanities, face poor employment prospects. The findings of this study highlight the need for drastic reforms of the Higher Education system.

Arts IRIS (Introductory Research and Information Skills) is a compulsory online information literacy unit for commencing students in the Faculty of Arts, Humanities and Social Sciences at The University of Western Australia (UWA). The aim of Arts IRIS is to provide students with a foundation in research and information literacy skills for studying at university. The evaluation of Arts IRIS involved an analysis of student perceptions of the unit (from surveys) and hard data (from WebCT--the University's Learning Management System). This paper will discuss the findings and consider how the data obtained from the evaluation will inform future changes.

It is hard to think of a writer whose work has been more prominently upheld as an example of bad academic writing than the philosopher and literary theorist Judith Butler. In 1998, Butler was awarded first prize in the annual Bad Writing Contest established by the journal "Philosophy and Literature," and early in 1999, was lampooned in an editorial in the "Wall Street Journal" by Denis Dutton, one of the chief architects of the contest. Quoting Butler's award-winning sentence, Dutton claimed that Butler's "inept," "jargon-laden" prose was typical of the obscurantist writing being admired and emulated in the most elite circles of today's academic humanities. In 1999, the same year Dutton took Butler to task in the "Wall Street Journal," the feminist moral philosopher Martha Nussbaum published a harsh, widely cited critique of Butler in the "New Republic," claiming that Butler's "ponderous and obscure" writing, like that of other postmodern feminists, breaks with the normal communicative practices that characterize "both the continental and Anglo-American philosophical traditions." Surprisingly, then, many who defend Butler's writing and the type of theoretical discourse it represents agree with Butler's critics that her writing is inaccessible when judged by normative standards of accessibility. While Dutton, Nussbaum, and others condemn Butler's alleged inaccessibility to mainstream readers, Butler and many of her allies praise that alleged inaccessibility on the grounds that it has the subversive potential to liberate those very same readers. But is Butler's writing really that inaccessible and unintelligible? Does her writing really depart from common standards and conventions of clarity? The author's own view is that, far from breaking from recognized standards of intelligibility, Butler's writing conforms to those standards in ways that are missed by both her detractors and most of her defenders, Butler included. Though Butler's writing certainly does have unclear moments, it would not have had the wide impact it has had were it not for its ability to consistently make recognizable arguments that readers can identify, summarize, and debate. Butler's writing has succeeded in circulating as widely as it has in academic circles and beyond not because it breaks with the traditional pattern of "trad[ing] arguments and counter-arguments," as Nussbaum insists, but precisely because it makes systematic use of this classic argumentative pattern, and does so in ways that all writers (and readers) can learn from. (Contains 3 notes.)

What sort of expectations of transformation of higher education have been aroused by liberation movements? Has the new South Africa fulfilled such expectations? This paper explores the promises and processes that have enveloped South African universities in recent decades. It focuses on the underlying assumptions shaping academic disciplines in the humanities, the debates contesting them and the social-political-economic movements encompassing them. It traces the impact of Marxism, Africanism, Postmodernism and Neoliberalism on the production of knowledge. It concludes that South African universities are caught up in a complex field forces where they are subject to conflicting pressures. The result is a state of contradictory transformations--one stemming from the politics of liberation and the other from the demands of the global market.

The contemporary university is an uncomfortable amalgamation of ambitions once held by a variety of educational institutions. It owes debts to the philosophical schools of Ancient Greece and Rome, to the monasteries of the Middle Ages, to the theological colleges of Paris, Padua, and Bologna and to the research laboratories of early modern science. One of the legacies of this heterogeneous background is that academics in the humanities have been forced to disguise both from themselves and their students why their subjects really matter--for the sake of attracting money and prestige in a world obsessed by the achievements of science and unable to find a sensible way of assessing the value of a novel or a history book. The author dreams of an ideal new sort of institution which could welcome Montaigne, or indeed Nietzsche, Goethe, or Kierkegaard--a University of Life that would give students the tools to master their lives through the study of culture rather than using culture just for the sake of passing an exam. This ideal University of Life (which would be equipped with an elegant logo, cafeteria, and headquarters) would draw on traditional areas of knowledge (history, art, literature) but would angle its material toward active concerns (how to choose a career, conduct a relationship, sack someone, and get ready to die). The university would never take the importance of culture for granted. It would know that culture is kept alive by a constant respectful questioning--not by an excessive and snobbish attitude of respect. Students in the ideal University of Life would end up knowing much the same material as their colleagues in other institutions, they would simply have learned it under a very different set of headings. Too often, head-on assaults on the great questions are abandoned to the second-rate efforts of gurus and motivational speakers. The author contends that it is time for high culture to reappropriate them and to consider them with all the rigor and seriousness currently too often lavished on topics of minor relevance.

Heidegger's philosophy has influenced largely the humanities and arts and has also been a source of interest in architecture. Although Heidegger has written on architecture, this paper will argue that one of the key topics in his philosophy, intertwined with architecture, is the concept of home (das Heim). In Heidegger's philosophy, the homely (das Heimische) was intertwined with its opposition, the uncanny (das Unheimliche). This paper discusses the different understandings of home in Heidegger's seminal works. The paradoxical structure of home in Heidegger's philosophy is discussed, as home in Heidegger's philosophy is impossible for modern man with his horrifying nature, perpetuated by the uncanny. [ABSTRACT FROM AUTHOR]

High school teacher Sheldon S. Kohn probes the conflicting dynamics that occur for educators who try to provide students with appropriate tools for thinking and living in a postmodernist, intellectual world, yet who must teach in antiquated school systems that support modernist philosophies and hierarchical practices. Kohn imagines students and secondary English moving away from traditional scholarly approaches toward applied humanities made possible by emerging technologies. (Contains 3 notes.)

This paper describes chat widgets, chunks of code that can be embedded on a web site to appear as an instant messaging system, and how they can be used on a science library web site to better serve library users. Interviews were conducted concerning experiences at science and humanities libraries and more similarities than differences were discovered. High user satisfaction and subject-specific questions were noted by librarians using widgets on their subject research guide web pages. Increased use of these services resulted from embedding widgets on existing web pages rather than linking to separate chat pages.

Introduction: The main objective of this paper is to establish a profile of socio-emotional competencies characteristic of a sample of students from each of the big academic areas in higher education: legal sciences, social sciences, education, humanities, science and technology, and health. An additional objective was to analyse differences between these fields. Method: The study was carried out on a large sample (N=608) of university students from 14 different programs at the University of Alicante (Spain). Assessment was taken using different measures of emotional intelligence, such as TMMS and EQ-i. Results: Results of the one-way analysis of variance among the different scientific fields revealed that significant differences appear in practically all aspects of Emotional Intelligence, except for the stress management variable. Discussion: Based on these results, implications are drawn for developing generic socio-emotional competencies in the framework of the European Space for Higher Education. (Contains 4 tables.)

The use of "development" is ubiquitous in everyday language, and theories regarding it can be found in the social sciences and humanities. Although much work has been done to examine the meaning of development and its history, little attention has been paid to Hegel's role as the philosophical anchor for the modern life of "development". By revisiting Hegel's "Philosophy of History" and analyzing some of the most influential thinkers in modern theories of human development--spanning economic, social, cognitive and moral--the author argues that these theories are far from escaping the Hegelian logic of "Development". Furthermore, he warns of the potential violence necessarily assumed in such theories, and that revolutionizing the philosophical framework upon which developmental theories rest would be a worthwhile endeavor. (Contains 4 notes.)

This article presents a speech delivered by the author for the Kent M. Christiansen Memorial Lecture series in April 2008 at Arizona State University. The author discusses why he thinks that approaches to academic advising theory and research that arises out of the humanities can be of great value to practitioners in the field of academic advising. The author believes that academic advisors can learn a great deal about advising if they approach it in the same ways that other academics approach their subjects in literature, philosophy, and history. Moreover, he claims that academic advisors can use the same kinds of tools that they use to do their research: (1) imagination; and (2) interpretation. The author also focuses on the role of theory and research in academic advising.

Much of the current North American academic crisis of publishing, tenure, and promotion is both the cause and the effect of this fetishization dominant in the humanities: that of the grand narrative of knowledge-production, respectably bound with a spine. Short works will get one only so far, no matter how many of them one produces, or how well. If full-length novels have the commercial capital of being able to command some attention in a quickly shrinking print market, monographs published by university presses aspire to nowhere near such capital in an age of decreasing library purchases and the continual reduplication of available knowledges by academic presses just to respond to this outsourcing of tenure/promotion evaluation to them by university departments. In this article, the author presents his views on this fetishization in the humanities and calls for the need to be weaned from the illusion of fullness and completion in the production of knowledge whenever these are signalled by a single binding spine. At the same time, continued production of books that have truly earned their full length need not be discouraged. The only loss might be the occasional fragmentation of intellectual egos, rooted in the cultural capital of The Book, from the traditional, spine-bound text of 250 pages or so. (Contains 1 note.)

When evangelical Christian students enter the academy, they often find that its tenets and values conflict with their reliance on the Bible as a source of truth and evidence. In this essay, the author attempts to articulate the ways in which rhetorical dexterity might enable students to use literacies they already possess (like deep knowledge of the Bible and its applications in day-to-day life) to negotiate those the academy expects them to exhibit. In that much of the current argument rests on the tensions between a community of practice that "lives inside the Bible" and one that is often perceived to be openly hostile to it, she relates the stories of two graduate students in their program who--though they were able to maintain deep ties with both their religious communities and their academic ones--experienced some rather painful lessons early on about the irreconcilability of Christianity and the academy. She takes a much closer look at conservative and evangelical literacies as articulated in public discourse within and beyond the academy. Academics, particularly those in the humanities and social sciences, appear to many conservative and evangelical leaders as promoting agendas of "secular humanism" and "cultural relativism," agendas they view as antithetical to their own position. (Contains 16 notes.)

Classics may be considered by some New Zealanders to be a product of 'high culture', but it is relevant along with the rest of the Humanities to the contemporary world and part of the mix that makes up the cultural scene and educational practice of New Zealand Aotearoa. Classics has made contributions to New Zealand Aotearoa society in a number of cultural areas and has a role to play in an increasingly multicultural environment. [ABSTRACT FROM AUTHOR]

Introduction: This paper forms part of a group of studies regarding job placement of university graduates. The main objective of this study in particular is to present the extent of job placement among Education graduates with a Physical Education specialty from the University of Granada, Melilla Campus, as well as their acquisition of appropriate professional competencies during their training process. Method: The target population for this study are all students from the first six graduating classes of the University of Granada, Melilla, who earned a Primary Education degree with a specialty in Physical Education from the College of Education and Humanities. The final sample was made up of 72 subjects. Data was collected using the "Questionnaire for evaluating degree programs and social/labor placement of University of Jaen graduates," developed as part of the research project "Social/labor placement: an evaluation of ongoing, vocational learning." The questionnaire was adapted for this study. Results: Measurement of professional competency acquisition in Physical Education Teachers was carried out for three times: before entering the university program, after completing their degree, and after taking ongoing professional development coursework. Results, then, refer to the degree of acquisition of a list of proposed competences at these three points in time. In addition, the different competencies are compared between those graduates who are working and those who are not. Discussion or Conclusion: It was confirmed that the competency related to "knowledge of information technologies," as measured before beginning university training, presents a degree of significance in favour of those graduates who do not work as compared to those who are working. The same occurs at the end of university training. During this second period, significant differences are also seen with regard to the competency "planning one's work and time." It can be shown that after university training, acquisition of competencies has increased. Likewise, after taking ongoing development coursework, significant differences are obtained for the competency of "knowledge of information technologies." Finally, we find significant differences regarding "technical knowledge related to physical education," and "creative, innovative and critical ability." (Contains 23 tables and 1 graph.)

In response to changing federal priorities, much discussion has taken place recently about the need for graduate education programs to firmly embrace interdisciplinary research, or "interdisciplinary integration across related fields" (National Research Council, 2004, p. 6). The related fields usually are understood to be certain social and behavioral sciences. From the perspective of the humanities, the author challenges an emerging view, widely regarded as commonsensical, about the proper nature of interdisciplinarity in education and what counts as good education research (Hostetler, 2005). He devotes particular attention to the problem of determining and distinguishing ends and means and the dangers of narrowness, and provides examples of the value of the humanities to education research. (Contains 3 notes.)

National research policies are today driven by the concept of the "knowledge society", in which development is deemed to follow the application of new ideas. Australia, like other countries, has encouraged partnerships between the universities and industry. This essay examines how Australian scholars in the humanities have responded to the Australian Research Council's "Linkage Projects". Their experience underlines the importance of viewing collaboration as social practice, and the need to find a satisfactory synthesis between academic and industry perspectives.

In September 1990 UCLA's Wright Art Gallery opened an exhibition entitled Chicano Art: Resistance and Affirmation 1965-1985 (now usually referred to as CARA). While CARA was one of several national events displaying nonmainstream art, it was also distinctive in its politics of self-representation. The artists participating in CARA insisted that they be described as members of a Chicano art movement. With the term Chicano they hoped to step beyond labels preferred by the dominant culture--labels such as Mexican American, Latino, or Hispanic. For these artists, the word Chicano was appealing because it represented a complexity of meanings that they understood as being integral to both their identity and to the art they produced. The word Chicano, as Alicia Gaspar de Alba discusses in Chicano Art Inside/Outside the Master's House, embraces multiple meanings and axes of cultural identity; it derives from the Nahuatl pronunciation of Mexicano, often referring to a person of Aztec descent but including, as well, Native American heritage, Mexican roots, and Catholic faith. The CARA artists also embraced the label's association with a politics of liberation, popular protest, and working-class creativity. From the outset, then, the CARA exhibition was more than an art exhibition. (Contains 22 notes.)

What are the humanities, and how should they be cultivated? With respect to this crucial question, opinions differ as to how widely the humanities should be construed and pursued. Initially connoting the study of Greek and Roman classics, the concept now more generally covers arts and letters, history, and philosophy. But does it also include the social sciences, which are often distinguished from the humanities and grouped as a separate academic division with greater pretensions to scientific status? And should our pursuit of humanistic study be concentrated on the traditional methods and topics of high culture that give the humanities an authoritative aura of established nobility, or should it extend to new and funkier forms of interdisciplinary research such as popular culture or race and gender studies? (Contains 37 notes.)

This article deals with Bernhard Poerksen's interviews with Humberto R. Maturana and Francisco J. Varela on science and the humanities. In Poerksen's conversation with Maturana, they talk about the: (1) responsibility of the teacher; (2) listening to the listening; (3) perception and illusion; and (4) all human beings are equally intelligent. In Poerksen's conversation with Varela, they talk about: (1) the computational model of the mind; (2) the symbol and world; (3) the philosophical problem factory; (4) from necessity to possibility; (5) the theory of emergence; (6) security in insecurity; (7) an ethics of spontaneous goodness; and (8) postmodern biology. (Contains 5 notes.)

This paper aims to present how the topic of digital technology has been discussed in the field of sciences, especially education. At first, presents 10 theoretical categories dedicated to the study of education in interface with digital technology, extracted from the systematic review of, approximately, 2,300 scientific papers collected in two portals: CAPES and ERIC. Following, the paper presents a topical research carried out in the Department of Social Sciences of the University of Rome La Sapienza, in particular on the Sostenibilia Research Center which integrates transdisciplinary research in the interface of social sciences, digital technologies, education and sustainability. In the scope of the research, Professors and Researchers were interviewed about which categories they identify as the main trend of study about digital technologies. After selecting the category of "The Study of Technology as a New Paradigm of Post-Modern Societies" two groups of possible answers were elaborated: the first one about why that category was chosen; and the second about what are the challenges in the study of digital technologies in the field of humanities. We offer some discussion and remarks about the characteristics of digital technologies' study among Education and Social Sciences' field underlighting the role of Open Educational Resources (OER) to consider a new paradigm for educational technology. Nevertheless, we present the concept of OER that connects education, its diverse skills and digital technologies. [ABSTRACT FROM AUTHOR]

Over 2,000 years ago, Aristotle wrote a treatise on ethics in which he proposed that there were both intellectual and moral virtues to be developed in the human being. Virtue ("aristeia") was roughly equivalent to the English word "excellence" and the unifying virtue that was both a moral and an intellectual virtue was prudence. Excellence lay not in some intellectual ideal as his teacher, Plato, had suggested or simply in the knowledge of the good or true as Socrates had suggested, but in the "ability of a person to act excellently." Aristotle believed that in most instances right action lay in the intermediary point between two extremes of excess and lack, the golden mean. Education in these times has been plagued by often stultifying battles between extremes, each position containing important insights that are critical for promoting excellence in human development but are also distortions born of extremes. Educational battles in the last century have raged between intellectual and moral education, the sciences and the humanities, traditional and progressive education, behaviorism and constructivism, and between masculine and feminine. With the advent of new legislation, battles in education have centered on differing definitions and positions regarding social justice and accountability. A review of the extreme positions on social justice and accountability suggests that excellence in either social justice or academic achievement for students can only be met by meeting both goals simultaneously. There simply is no social justice without accountability for excellence in achievement and no accountability without social justice. This article discusses social justice and academic excellence, and reviews the extreme positions that place roadblocks to achieving both excellence and equity. The best social justice program a nation can offer its youth is an excellent education. This education begins in the home and includes the classroom and larger community. There is a need to continue to clarify the national vision, beyond the extremist ideological positions standing in opposition to one another, which serve to block progress to closing the achievement gap. Then it is necessary to develop a system where teachers can encourage student uniqueness while helping all learners achieve excellence.

The German Revolution of November 1918 dramatically altered the Academy's view of its relationship with government. In particular, the Academy's Prussian tradition had to be rethought. From initial wariness to grudging acceptance, the Academy came to accept the Weimar regime. This paper studies the politics of the Academy, uncovers factions and fault lines amongst its members, and offers a fresh interpretation on the Academy's relationship with Albert Einstein.

Paul Abraham, one of the Berlin Academy's most experienced researchers, was deported to Auschwitz in 1943. The fate of this Jewish scholar reveals much about the inner life of the Academy, and its treatment of Jewish staff, during the World War II. This paper describes his life, against a backdrop of war, revolution, and dictatorship, and in the context of one of the Academy's most prestigious projects.

Development of post-secondary curriculum in emerging interdisciplinary fields presents particular challenges in course design and resource utilization, especially when the field is interdisciplinary by nature of its inherent breadth. A new course at the University of Calgary, designed to introduce undergraduate students to the methods and philosophy of Acoustic Ecology--the study of sound and its effects on health, cognition and culture--exemplifies both the challenges and some practical solutions. Following a brief history of the concept and its philosophy, a summary and critique is presented from the first offering of the course as a pilot project. Conclusions drawn include the necessity of an integrative approach to interdisciplinary fields of study that are true "interdisciplines", the utility of experiential fieldwork, and the advantages presented by a student group with diverse academic backgrounds. (Contains 2 figures and 18 notes.)

Copyright of Er(r)go: Teoria, Literatura, Kultura is the property of Wydawnictwo Uniwersytetu Slaskiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Er(r)go: Teoria, Literatura, Kultura is the property of Wydawnictwo Uniwersytetu Slaskiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Er(r)go: Teoria, Literatura, Kultura is the property of Wydawnictwo Uniwersytetu Slaskiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Originally written in French in 1946 and translated by the author himself, Samuel Beckett's Mercier and Camier tells the story of a pseudo-couple wandering through an unnamed city. Despite the narrator's mocking tone, this quest narrative gradually reveals a search for meaning, punctuated by crises and revealed through the nonsensical dialogues between characters. By means of the disjunctions, verbal irrelevancies, and gaps in thought found in these dialogues, the narrative registers affective transitions and passages of feeling. This kind of narrative disjunction is determined, produced, and reproduced within a particularly affective milieu where social encounters become catalysts for emotional disorientation. This paper will examine how the novel's use of casual conversation explores affect's infiltration into ways of acting and speaking in everyday encounters. The novel's investment in an excessive amount of random talk solicits a host of questions around the idea of affect not only as state of mind but also as a narrative mood determining the conditions of meaningfulness. Focusing on theories of affect, I will explore the link between affective experience and verbal expression in Mercier and Camier, particularly in the absence of narrative logic and reflective coherence. [ABSTRACT FROM AUTHOR]

Copyright of I.U. Journal of Translation Studies / İstanbul Üniversitesi Çeviribilim Dergisi is the property of I.U. Journal of Translation Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Espanola de Comunicacion en Salud is the property of Asociacion Espanola de Comunicacion Sanitaria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)