Maintains that ethics is behavior as judged according to some understood standard. Recommends the use of "occasional" ethics, an informal but reflective approach that can be used in many course designs. Illustrates the concept with examples from the author's instruction in humanities courses. (CFR)

Describes instructional strategies and content for a course titled "Those Fabulous (?) Sixties." Discusses the course structure outlining four paradigms of social science research and action. Maintains that the course helps students know more about themselves, their values, and their relationships to society. (CFR)

Argues for the necessity of rethinking the relations and mutual interactions among the sciences, technology, and the humanities, both in theoretical as well as practical aims. Analyzes various authors and tendencies in order to detect guidelines to facilitate the formation of college graduates who can confront the real world. (CMK)

Discusses the tendency of universities to focus on the disciplinarity of the humanities as opposed to promoting interdisciplinary connections within the field. Argues for interdisciplinarity instead in order to reinvigorate university humanities programs and provide students with the knowledge they need. Warns against improperly practicing an…

Addresses a course entitled "Culture and Technology" specifically focusing on one aspect of this course, "The Conquest of Time and Space." Summarizes the role of technology in the transformation of society's perception of time and space and how this affected artists and writers. Highlights resources on this course topic and provides a…

Discusses the importance of studying non-Western cultures through the humanities and the advantages such study seems to offer in helping students learn about other peoples and how to deal with cultural differences. Believes that above all the humanities provide avenues to developing understanding and empathy for peoples of other cultures. (CMK)

Reveals that through the use of the movie "Groundhog Day," students in humanities courses can grasp Friedrich Nietzsche's myth of eternal recurrence; the myth addresses the question of what if everything that occurred in one's life occurred again just as it happened before. Discusses the similarities between Nietzsche's myth and the…

Believes that a humanities survey course should engage the "whole student" allowing students to draw from their entire identity that includes personal insights, experiences, and heritage. Argues that the survey course should teach students formal analysis, perceptive writing, and critical thinking skills. Describes a humanities survey that focuses…

Illustrates how medieval maps provide a means for studying the Middle Ages by allowing students to explore the ideology and representations of the medieval world conveyed by the maps. Explains that students also can compare the maps with literature from the same time period to further analyze the representations of the culture. (CMK)

Explains that instead of using the popular arts to make studying humanities relevant to the lives of students, educators can focus on positive examples from the fine arts that students can identify with and introduce their students to a new world of alternatives in music, literature, and art. (CMK)

Describes the "Ara Pacis Augustae" that is a monumental altar commemorating the emperor Augustus' safe return in 13 B.C. from his provincial tour of Spain and Gaul. Explains how students in a Roman history class can learn about the culture during the age of emperor Augustus by studying the altar. (CMK)

Discusses different teaching methods beginning with the least effective to the most effective and addresses some general weaknesses and strengths of each of the styles as a means of moving from the traditional mode of teaching and learning to a more active engagement with students. (CMK)

Addresses the reasons why students resist learning about modern art within humanities courses. Provides strategies for encouraging students to appreciate and critique modern art, such as using comic strips to illuminate beliefs about modern art, studying the theory and practice of a particular artist, or utilizing group critiques of an artwork.…

Discusses the four learning styles (concrete experience, reflective observation, abstract conceptualization, and active experimentation) and the importance of matching teaching and learning styles. Outlines activities for a humanities course that coordinates appropriate teaching and learning styles. Provides appendices. (CMK)

Describes a course entitled "Art and Art Theory of the 18th Century" designed for both undergraduate and graduate students that introduces them to the demanding work of scholars as opposed to the broad survey courses usually offered. Justifies and highlights the readings for the course and provides a sample schedule. (CMK)