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The essays in this book examine various forms of popular culture
and the ways in which they represent, shape, and are constrained by
notions about and issues within higher education. From an
exploration of rap music to an analysis of how the academy presents
and markets itself on the World Wide Web, the essays focus
attention on higher education issues that are bound up in the
workings and effects of popular culture.
The essays in this book examine various forms of popular culture
and the ways in which they represent, shape, and are constrained by
notions about and issues within higher education. From an
exploration of rap music to an analysis of how the academy presents
and markets itself on the World Wide Web, the essays focus
attention on higher education issues that are bound up in the
workings and effects of popular culture.
A number of years ago I began a project to derme and evaluate the
impact of Buffon's Histoire naturelle on the science of the late
eighteenth and early nineteenth centuries. My attention, however,
was soon diverted by the striking difference between the highly
literary natural history of Buffon and the duller, but more rigor
ous, zoology of his successors, and I began to try to understand
this transformation of natural history into a set of separate
scientific disciplines (geology, botany, ornithology, entomology,
ichthyology, etc. ). Historical literature on the emergence of the
biological sciences in the early nineteenth century is,
unfortunately, scant. ! Indeed the entire issue of the emergence of
scientific disciplines in general is poorly documented. A recent
collection of articles on the subject states: One reason for this
is, of course, that scientific development is a highly com plex
process. Consequently, there has been a tendency for those engaged
in its empirical study to select for close attention one strand or
a small number of strands from the complicated web of social and
intellectual factors at work. Many historians, for example, have
dealt primarily with the internal development of scientific
knowledge within given fields of inquiry. Sociologists, in
contrast, have tended to concentrate on the social processes
associated with the activities of scientists; but at the same time
2 they have largely ignored the intellectual content of science.
Why Teaching Matters is an introductory guide to core elements of
teaching, getting to the heart of what teaching is, and why it
matters. Paul Farber and Dini Metro-Roland introduce the following
8 elements which encompass the many issues, themes and social
complexities of teaching: - Conveying Care - Enacting Authority -
Cultivating Virtue - Interpreting Subject matter - Rendering
Judgment - Articulating Purpose - Establishing a Sense of Place -
Engaging Presence The focus on the elements of practice frames
discussion of teaching as an essential human activity and
highlights the kinds of significant issues that teachers face,
including technology, social inequality, and the management and
evaluation of their work. As a philosophical guide, it introduces
and draws upon a range of thinkers, including Nel Noddings, Hannah
Arendt, Hans-Georg Gadamer, Danielle Allen, and James Baldwin whose
work informs a deeper understanding of teaching. The theoretical
discussions are grounded with examples and anecdotes from the
classroom so that theory is always connected with practice, and
questions for further inquiry appear at the end of each chapter.
Intended for students of education and for new and experienced
teachers alike, as well as anyone interested in the impact of
teaching, Why Teaching Matters explores the inherent complexity and
challenges of teaching, offering a comprehensive account of the
many ways in which teaching matters.
During the course of American history, scientific theories have
been used to legitimate racial ideas that in turn have been
important in creating and interpreting the law. Race and Science
collects essays from leading voices in law, history, history of
science, botany, and the social sciences, resulting in a rich and
comprehensive multidisciplinary exploration of the roots of and the
scientific challenges to racial essentialism.
The notion that someone's racial identity and characteristics
define everything of importance about them has become deeply
embedded in American culture, society, and science. These essays
illuminate the roots of this belief and present case studies that
explore how and why natural and social scientists have challenged
these racist views. Race and Science will be of interest to
historians, social scientists, educators, and scientists, and
others interested in racism as a phenomenon in American culture.
Why Teaching Matters is an introductory guide to core elements of
teaching, getting to the heart of what teaching is, and why it
matters. Paul Farber and Dini Metro-Roland introduce the following
8 elements which encompass the many issues, themes and social
complexities of teaching: - Conveying Care - Enacting Authority -
Cultivating Virtue - Interpreting Subject matter - Rendering
Judgment - Articulating Purpose - Establishing a Sense of Place -
Engaging Presence The focus on the elements of practice frames
discussion of teaching as an essential human activity and
highlights the kinds of significant issues that teachers face,
including technology, social inequality, and the management and
evaluation of their work. As a philosophical guide, it introduces
and draws upon a range of thinkers, including Nel Noddings, Hannah
Arendt, Hans-Georg Gadamer, Danielle Allen, and James Baldwin whose
work informs a deeper understanding of teaching. The theoretical
discussions are grounded with examples and anecdotes from the
classroom so that theory is always connected with practice, and
questions for further inquiry appear at the end of each chapter.
Intended for students of education and for new and experienced
teachers alike, as well as anyone interested in the impact of
teaching, Why Teaching Matters explores the inherent complexity and
challenges of teaching, offering a comprehensive account of the
many ways in which teaching matters.
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