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Descriptors:
College Faculty; Writing Processes; Research Papers (Students); Humanities; College Students; Internet; Educational Technology; Technology Uses in Education; Humanities Instruction

Abstract:
In "Raiders of the Lost Ark," Indiana Jones--perhaps the last heroic professor to appear in a major Hollywood film--survives a series of adventures involving spiders, snakes, treacherous colleagues, and countless Nazis who are determined to recover the ark of the covenant for their "Fuhrer." Apparently the ark has mystical powers. Ultimately, Jones recovers the ark. But the great artifact is not displayed in a museum or used in the war effort; instead it is enclosed in a packing crate and wheeled into a vast government warehouse, never to be seen again. That is what happens to the majority of undergraduate projects in the humanities. Heroic research is undertaken, and the student suffers mightily during the writing process. But after being submitted for a grade, the results of all that work are filed away, never to be read again. Fortunately, people are living at a moment when students can undertake a far wider range of learning experiences than was possible when the traditional research paper was the gold standard of scholarly production. This author has written several columns about what the "digital humanities" movement means for scholars. But as a teacher at a liberal-arts college, what also excites him about the digital humanities is what it offers to undergraduates: Students can "build" as well as "write." The digital humanities encourages scholars and students to use the Internet to present their work to a global audience. There is no guarantee that the world will beat a path to one's online project, but at least it is available, and updatable. It is not a moribund, bound manuscript shelved in a university library's off-site storage warehouse. In what seems to be the worst of times for higher education, the digital-humanities community is cultivating an academic culture that enables new directions in research while it reduces the warehousing of neglected scholarship and the isolation of scholars. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Scientific Research; Cooperation; Cultural Differences; Sciences; Phenomenology; Humanities; Science Education; Interdisciplinary Approach; Fused Curriculum; Humanities Instruction; Educational Research; Evidence; Agency Cooperation; Performance Factors; Inferences; Research Methodology; Comparative Analysis

Abstract:
In the past, humanists and scientists have held very different views about the role of collaboration in scholarly research. From the point of view of a Principal Investigator in a scientific laboratory, this article examines the increasingly dominant role of collaboration in scientific research. In contrast to the "consensus research" model of the sciences, humanists have often viewed the role of collaboration in research with considerable skepticism and have placed greater value on the traditional model of the solitary scholar pursuing knowledge and truth. An examination of some of the distinctive cultural differences between the humanities and sciences suggests that the benefits of collaboration may come to play an increasingly significant role in the future of humanistic research. (Contains 1 figure and 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Gifted; Humanities Instruction; Emotional Development; Emotional Intelligence; Interpersonal Competence; Humanities; Parent Materials; Social Development; Learning Experience; Liberal Arts

Abstract:
A recent issue of "Educational Leadership" highlighted the lack of current focus in schools on humanities education (Ferrero, 2011). As the young lives of gifted children become ever busier with extracurricular options, parents are left with the question of how to best complement their child's academic life with his or her social and emotional development. The answer lies within the realm of the humanities. Parents can provide home-based learning experiences with a repertoire of liberal arts for developing young humanitarians with social and emotional competence. An easy-to-use reference chart with a diverse set of ideas for families to select activities is provided in this article to further the suggestions discussed. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Productivity; Humanities Instruction; Humanities; Value Judgment; Role of Education

Abstract:
Productivity has become the raison d'etre of Western capitalist societies, supported by its fundamental principles, quantity and impact. Both of these principles have taken hold in universities, and both place "useful" applications of knowledge above exploration of the human condition, above doubting, questioning, and wondering. The predominance of this ethic has forced humanities faculties into the awkward position of either repackaging their offerings so as to support the productive ethic or insisting on their integrity and facing charges of irrelevance. Though the strategy suggests choice, both options lead to the same end: the elimination of genuine humanities education. No wonder humanities professors are unhappy. If we are going to learn once again what a genuine and robust education in the humanities is about, we're going to have to explore that strange thing on which humanities education ultimately rests--our humanity. (Contains 5 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Humanities Instruction; Political Attitudes; Social Change; Democracy; Humanities; Neoliberalism; Universities; Higher Education; Postsecondary Education; College Faculty; Police; Social Systems; Foreign Countries

Abstract:
In this article we explore how neo-liberal and post neo-liberal policies threaten the humanities in post-secondary education as a potential site of democratic dialogue and social transformation. We distinguish between neo-liberalism and post neo-liberalism on the basis of the latter's increased police suppression of democratic dissent. We are especially concerned with the impact of the repressive state apparatus on the critical public spaces traditionally provided by a humanities education. In response to this threat, we propose encouraging university faculty to assume a far more active political role in educating the general public on the relationship between the humanities and democratic societies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Mathematics Education; General Education; Educational Philosophy; Integrated Curriculum; Science Education; Humanities Instruction; Technology Education; Learning Theories; Mathematics; History

Abstract:
In several of his works, Alfred North Whitehead (1861-1947) presents mathematics as a way of learning about general ideas that increase our understanding of the universe. The danger is that students get bogged down in its technical operations. He argues that mathematics should be an integral part of a new kind of liberal education, incorporating science, the humanities, and "technical education" (making things with one's hands), thereby integrating "head-work and hand-work." In order to appreciate the role mathematics plays in modern science, students should understand its diverse history which is capable of bringing abstract ideas to life. Moreover, mathematics can discern the alternating rhythms of repetition and difference in nature constituting the periodicity of life. Since these same rhythms are to be found in his theory of learning as growth, there appears to be a pattern linking Whitehead's approach to mathematics and his educational philosophy. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Graduate Medical Education; Family Practice (Medicine); Humanities Instruction; College Curriculum; Medical Schools; Medical Students; Graduate Students; Writing (Composition); Reflection; Home Visits; Curriculum Evaluation

Abstract:
Humanities in medicine (HIM) is an important aspect of medical education intended to help preserve humanism and a focus on patients. At the University of Massachusetts Family Medicine Residency Program, we have been expanding our HIM curriculum for our residents including orientation, home visit reflective writing, didactics and a department-wide narrative writing list serve. In this article we describe the program and our early assessment of the curriculum. (Contains 1 table and 19 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Small Group Instruction; Medical Education; Humanities Instruction; Reflection; Medical School Faculty; Faculty Development; Interviews; Focus Groups; Teacher Attitudes; Teaching Experience

Abstract:
A vast literature exists on teaching reflection and reflective practice to trainees in small groups, yet with few exceptions the literature does not address the benefits of these interactions to faculty. Like multiculturalism or cultural competency, the literature assumes that faculty have themselves "achieved" these propensities and that trainees are the only recipients of the benefits of such inquiry. One of the noticeable exceptions is Arno Kumagai and colleagues' article, "The Impact of Facilitation of Small Group Discussions on Psychosocial Topics in Medicine on Faculty Growth and Development," which found that small group teaching stimulated not only students' personal and professional growth, but also that of the faculty themselves. Our intent is to continue and enlarge the questions posed in this important article. Specifically, this inquiry focuses on the meanings that clinical faculty derive from teaching medical students in discussion- and reflection-driven small group formats. Why do faculty leave the comfort zone of clinical teaching and take time away from income-generating patient care activities? What is it about this teaching experience that calls them back each year? In answering these questions, we conducted a qualitative study consisting of interviews and focus groups with 11 clinical faculty participants who teach in Reflections on Doctoring, a required, longitudinal course for medical students. The data of our study provides insight into the thoughts, attitudes, and motives of our faculty who not only view themselves as teachers and mentors, but also as co-learners who engage personally with the medical humanities content being taught. They confront, reveal and resolve challenges presented by literary perspectives and find enjoyment and sense of purpose in teaching non-jaded medical students. Furthermore, what emerged from our study was a deeper understanding of what inspires our faculty to sacrifice their time and effort to facilitate medical humanities discussions with young medical students and how this experience contributes to the ongoing development of their own professional identities. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Medical Education; Humanities; Humanities Instruction; Art Education; Interdisciplinary Approach; Integrated Activities; Models; Empathy; Resistance (Psychology)

Abstract:
This special issue of "Journal for Learning through the Arts" focuses on the uses of literature and arts in medical education. The introductory article addresses current debate in the field of medical humanities (MH), namely the existential question of what is the purpose of integrating humanities/arts in medical education; and then examines how the submissions included in the issue illuminate this conversation. Specifically, I frame the discussion as critiques of "models of acquiescence" in medical education contrasted with calls for medical educators employing the humanities to adopt "models of resistance." After deconstructing some of the arguments against models of acquiescence, and examining both examples of resistance and acquiescence included in this issue, I conclude that the dichotomy, while in some ways providing valuable insight into the various ways humanities and arts can be understood within a medical context and the various uses to which they can be put in medical education, nevertheless does not do justice to the complexity of actual medical humanities teaching experience. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Universities; Private Financial Support; Humanities; Humanities Instruction; Budgeting; Retrenchment; College Administration

Abstract:
Given the widespread tendency to direct budget cuts in higher education toward areas perceived as less essential to economic productivity, there is not a single college or university humanities program in the United States that would not benefit from philanthropy. However, because some moneyed interests use the current crisis as a pretext to further diminish publicly sponsored opportunities for the less well-off, there is good reason to be wary of some donors' motives. Many of those teaching in North Carolina's public universities know that a philanthropist to whom this principle strongly applies is Art Pope, a conservative multimillionaire. Pope came to national prominence last October, thanks to Jane Mayer's superb "New Yorker" profile of him, appropriately titled "State for Sale." That profile mostly concentrated on Pope's influence on state legislative races, although it devoted a few paragraphs to Pope's role in higher education in North Carolina. This article focuses on conservative philanthropy in North Carolina that comes at a price. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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