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)

Proposes that dance is a language with its own symbols, gestures, and aesthetics with the power to communicate complex ideas and thoughts. Outlines how discussion, analysis, and criticism can be crafted from three major elements of dance: (1) space; (2) time; and (3) energy. Asserts that students can learn to read dance as a visual text. (CFR)

Contends that appropriately designed questions are essential tools in disciplining students' thoughts and reasoning ability. Discusses classroom techniques for using questioning strategies in an interdisciplinary humanities seminar. Includes questioning scenarios for seeking information, interpretation, and speculation/hypothesizing. (CFR)