Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Education
Threshold 9? Teaching Possible Futures, Philip Novak, Martin Anderson, J. May, Richard Simon, Neal Wolfe, Kiowa Bower, Debbie Daunt
Threshold 9? Teaching Possible Futures, Philip Novak, Martin Anderson, J. May, Richard Simon, Neal Wolfe, Kiowa Bower, Debbie Daunt
Philip Novak
Teaching Big History is a powerful analytic and pedagogical resource, and serves as a comprehensive guide for teaching Big History, as well for sharing ideas about the subject and planning a curriculum around it. Readers are also given helpful advice about the administrative and organizational challenges of instituting a general education program constructed around Big History. The book includes teaching materials, examples, and detailed sample exercises.
This book is also an engaging first-hand account of how a group of professors built an entire Big History general education curriculum for first-year students, demonstrating how this thoughtful integration of disciplines exemplifies liberal …
Big History At Dominican: An Origin Story, Philip Novak
Big History At Dominican: An Origin Story, Philip Novak
Philip Novak
Teaching Big History is a powerful analytic and pedagogical resource, and serves as a comprehensive guide for teaching Big History, as well for sharing ideas about the subject and planning a curriculum around it. Readers are also given helpful advice about the administrative and organizational challenges of instituting a general education program constructed around Big History. The book includes teaching materials, examples, and detailed sample exercises.
This book is also an engaging first-hand account of how a group of professors built an entire Big History general education curriculum for first-year students, demonstrating how this thoughtful integration of disciplines exemplifies liberal …
Plato And The Computer, Philip Novak
Plato And The Computer, Philip Novak
Philip Novak
"Philosophy?
Looking out at the faces in philosophy lecture hall, I often detect widespread bewilderment. Some look forlorn, others worried. Mostly I spot the grimace worn by those who have unwillingly entered some twilight zone of experience. It says: How in God's name did I get in here? It is often accompanied by an equally expressive look: How do I get out?" ~ from the chapter