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Showing 1 to 15 of 25 results Save | Export
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Scholl, Sharon – Interdisciplinary Humanities, 1994
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)
Descriptors: Classroom Techniques, Course Content, Ethical Instruction, Higher Education
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Olsen, Loran – Wicazo Sa Review, 1986
Culminating a 10-year effort to include the study of Native Americans and their music as it reflects cultural realities, life, thought, religion, and history as a choice in requirements for graduation, the elective course, "Native Music of North America," is now recognized at Washington State University as meeting both…
Descriptors: American Indian Culture, American Indian Education, College Curriculum, Course Content
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Kinsella, Timothy – Interdisciplinary Humanities, 1995
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)
Descriptors: Course Content, Course Descriptions, Curriculum Development, Educational Strategies
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Seiter, David M. – Social Studies Journal, 1989
Provides an annotated bibliography of ERIC resources available for study of both content and process in social studies. Includes Lynne V. Cheney's "American Memory," a study of the status of humanities education in the nation's public schools, as well as Nancy Hutchinson's analysis of Glaser's theory of the role of knowledge. (LS)
Descriptors: Annotated Bibliographies, Course Content, Elementary Secondary Education, Humanities
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Rodgers, Glen E.; Zolbrod, Paul G. – Journal of College Science Teaching, 1986
Describes an interdisciplinary course, Images of Creation in Science and Poetry, which was designed for science, humanities, and social studies majors. Explains the chronological time lines that serve as the course's organizing themes. Includes an outline, the table of contents of the class manual, and student reactions to the program. (ML)
Descriptors: College Science, Course Content, Course Descriptions, Higher Education
Idaho State Dept. of Education, Boise. – 2002
World history guides students to an understanding of culture, geography, and diversity of expression using a historical chronology that illustrates humankind's connections throughout the world. The state of Idaho mandates a core requirement of two credits to be completed in the field of arts and humanities. To achieve success in this core…
Descriptors: Academic Standards, Course Content, Cultural Context, High Schools
Reno, Robert P. – Improving College and University Teaching, 1979
One way in which changing attitudes toward scientific knowledge and technology can be made the focus of attention in a college literature course is suggested by this analysis of Christopher Marlowe's "Doctor Faustus," Mary Shelley's "Frankenstein," and Friedrich Durrenmatt's "The Physicists." (JMD)
Descriptors: Attitude Change, College English, College Instruction, Course Content
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Sheridan, James J. – New Directions for Community Colleges, 1992
Offers suggestions for teaching critical thinking in writing and humanities courses. Explains the rules of freewriting as they are presented to students, compares left- and right-brain qualities, and describes assignments involving focused freewriting and metaphor, and efforts to make assignments relevant. Describes the evaluation process and…
Descriptors: College Curriculum, Community Colleges, Course Content, Critical Thinking
Tannenbaum, Robert S.; Rahn, B. J. – Collegiate Microcomputer, 1985
Describes a computing course which emphasizes practical applications of computers in the various disciplines of the humanities and social sciences; provides details of the course and its objectives; and presents recommendations based on experiences in offering the course for several years for professors wishing to institute such a course. (MBR)
Descriptors: College Students, Computer Graphics, Computer Literacy, Course Content
Ebbers, Frances – Momentum, 1991
Describes the implementation of a humanities-based curriculum for all ninth and tenth grade students at St. Michael's Academy (Austin, Texas). The ninth grade core is thematically organized, integrating the study of English and religion. The sophomore core integrates world history, world literature, and comparative religions. Describes sample…
Descriptors: Catholic Schools, Core Curriculum, Course Content, English Instruction
Ch'maj, Betty E. M., Ed.; And Others – 1993
This book is grounded in the conviction that artists have a special capacity to illuminate differences when cultures clash, to expose the reasons for conflict, and to provide solutions to cultural clashes. The resources for teachers in the humanities and American studies that are listed include at least one art form in each syllabus or essay,…
Descriptors: American Studies, Art Education, Artists, Course Content
Salomone, Ronald E., Ed. – FOCUS: Teaching English Language Arts, 1985
Focusing on a wide range of interdisciplinary themes and ideas for humanities instruction, the 17 articles in this journal issue discuss the following topics: (1) literature, humanities, and the adult learner; (2) the role of the humanities in educating for a democracy; (3) humanities in the marketplace; (4) literature versus "great books" in high…
Descriptors: Adults, Censorship, Class Activities, Classroom Environment
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Muller-Michaels, Harro – European Education, 1991
Compares the teaching of literature in East and West Germany. Discusses both the nature and titles of the material taught and problems of teaching literature espousing individual thought and criticism in a communist system. Describes common ground in the literature curriculum of both that may serve as a basis for curriculum of unified Germany. (DK)
Descriptors: Comparative Analysis, Course Content, Curriculum Development, Educational Change
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Brady, H. Robert – International Journal of Social Education, 1993
Reviews the origins and development of social studies. Maintains the concept of social studies was derived from the progressive period and based on a vision of a republic built on participatory citizenship. Asserts that social studies is an interpretative, ever-changing process that defies reduction to a single academic discipline. (CFR)
Descriptors: Citizenship Education, Course Content, Curriculum Development, Democratic Values
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Hodges, David H. – Interdisciplinary Humanities, 1995
Maintains that a difficulty in teaching humanities survey courses is coordinating data from the various disciplines of cultural history. Recommends the use of creation stories as "windows" on the cultures of the Egyptians, Mesopotamians, and the Hebrews. Provides an overview of each culture's creation stories and a bibliography of…
Descriptors: Course Content, Cultural Context, Curriculum Development, Higher Education
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