by Publication status
by SubjectAnthropology (15) Art (81) Business and Finance (28) Cognitive Science and Psychology (28) Communication and Journalism (23) Economics (96) Education (32) History (74) Human Geography (17) Interdisciplinary (19) Language and Linguistics (76) Law (7) Music Studies (10) Philosophy (138) Political Science and International Relations (70) Sociology (188) Statistics and Quantitative Methods (14)
by SeriesPhilosophy (40) Education (27) Sociology (27) Series in Literary Studies (19) Politics (15) Language and Linguistics (14) Art (12) World History (12) Bridging Languages and Scholarship (11) Cognitive Science and Psychology (11) Anthropology (10) Business and Finance (10) Philosophy of Religion (10) Critical Perspectives on Social Science (9) Economics (9) Cinema and Culture (7) Economic Methodology (7) Music (7) Vernon Classics in Economics (6) Communication (6) Law (6) Curating and Interpreting Culture (5) Philosophy of Personalism (5) Series in Critical Media Studies (5) Series on Climate Change and Society (5) Economic History (5) History of Art (5) Philosophy of Forgiveness (4) Series in American History (4) Economic Development (4) Performing Arts (4) History of Science (3) Series in Contemporary History (2) Series in Creative Writing Studies (2) Series in Innovation Studies (2) The Interdisciplinary Built Environment (2) Serie en Filosofía (1) Series in Built Environment (1) Series in Classical Studies (1) Series in Design (1) Series in Heritage Studies (1) Series in Social Equality and Justice (1) Series in Urban Studies (1) Economics of Technological Change (1)
by LanguageEnglish Spanish
Browsing with filters
Rethinking Core Texts in Liberal Arts & Sciences Education in EuropeApril 2017 / ISBN: 978-1-62273-096-4
Availability: In stock
420pp. ¦ $75 £65 €70
Whereas liberal arts and sciences education arguably has European roots, European universities have evolved over the last century to become advanced research institutions, mainly offering academic training in specialized disciplines. The Bologna process, started by the European Union in the late nineties, encouraged European institutions of higher education to broaden their curricula and to commit to undergraduate education with increased vigor. One of the results is that Europe is currently witnessing a proliferation of liberal arts and sciences colleges and broad bachelor degrees. This edited volume fills a gap in the literature by providing reflections on the recent developments in Europe with regard to higher education in the liberal arts and sciences. The first section includes reflections from either side of the Atlantic about the nature and aims of liberal arts and sciences education and the way in which it takes shape, or should take shape in European institutions of higher learning. The edited volume takes as a distinct approach to liberal arts and sciences education by focusing on the unique way in which core texts – i.e. classic texts from philosophical, historical, literary or cultural traditions involving “the best that has been written” – meet the challenges of modern higher education in general and in Europe in particular. This approach is manifested explicitly in the second section that focuses on how specific core texts promote the goals of liberal arts and sciences education, including the teaching methods, curricular reflections, and personal experiences of teaching core texts. The edited volume is based on a selection of papers presented at a conference held in Amsterdam, the Netherlands, in September 2015. It is meant to impart the passion that teachers and administrators share about developing the liberal arts and sciences in Europe with the help of core texts in order to provide students with a well-rounded, formative, and genuinely liberal education.
16 Essential Questions That Will Deepen Your Understanding of the PastJune 2016 / ISBN: 978-1-62273-105-3
Availability: In stock
350pp. ¦ $45 £33 €38
Since the days of the Ancient Greeks, history has been perceived as the academic study of the past. Unfortunately, it has generally been taught as a litany of rigid, boring facts intended to be accepted rather than questioned. This has been reinforced for decades by weighty textbooks that overwhelm the reader with mind-numbing details presented in a chronological sequence. The end result is that students see little relevance of what they learn in history class to the real world, and many simply struggle to stay awake. Compared to other subjects taught at the secondary level, history is frequently judged to be the most boring. This is largely because it is viewed as an intellectually lifeless subject that presents few opportunities for active engagement. Questioning History is a book built around 16 essential questions designed to challenge this common assumption. Each question is broad, open-ended and subject to vigorous debate. By examining the historical background behind each question and by analyzing the ways in which the question can be answered, the reader will come away with a deeper understanding of the past and a new appreciation for history as a cognitively dynamic subject. In addition, by using each chapter as a platform for engaging discussions and Socratic seminars, the reader will be able to refine the decision-making skills necessary for effective citizenship in a democratic society. Depending on the classroom or the setting in which it is being used, Questioning History can either take the place of the more traditional textbook or at least be used as a supplement to make it come more alive. The best way to learn and to appreciate a subject is through active engagement. Questioning History provides a shot of adrenalin to the study of history.