Education Commons^™

Integrating Empathy Pedagogy With Feminist Thought And Social Justice Praxis, Ashlyn Elizabeth Brown

Institute for the Humanities Theses

This thesis outlines the need for empathy pedagogy in higher education. It will examine how empathy pedagogy can be integrated with feminist thought and social justice praxis. I argue that when we integrate empathy pedagogy with feminist thought and social justice, we are building the capacity for students to understand others’ lives in oppression. Furthermore, an integrated modality of teaching empathy will allow students to foster the traits of empathy within themselves; students are then better able to act as agents of social change by utilizing the traits of empathy to actively listen, self-reflect, and mindfully engage with other lived …

Riverology: Promoting Stewardship Of Rivers Through Youth Participation In Science And Art, Robin R. Dunbar

Institute for the Humanities Theses

This project focuses on mentoring children to help reduce marine debris in their local river by implementing one of ten lessons from an inquiry-based Riverology curriculum to empower youth voice, increase geo-literacy, and spatial thinking. Eighteen participants aged seven and eight, piloted Riverology Lesson 2: What Do I Know or Imagine about the Elizabeth River? that includes six steps: inquire, visualize, draw, share, act, and reflect. The children were asked to make drawings before and after viewing an Elizabeth River Story Map presentation (Dunbar, 2021a). The drawings were then compared to see if the participants included marine debris, stewardship solutions, …

Cecily Brown And Maureen Gallace: Teaching Covert Feminism In Public School, Danielle Salyers

Institute for the Humanities Theses

Feminist art consisting of explicit, provocative, and politically charged imagery is common in the university setting and the wider art world. Although this freedom from inhibition certainly functions as a valuable source of inspiration for those fortunate enough to participate in the institution of higher education, content of this nature potentially works against feminism’s goals by excluding the youngest audience at the moment they are forming ideas about gender relations; students at the K-12 level. As a public-school art educator, I am faced with strict censorship policies that make it difficult to include students in the ongoing feminist conversation by …

It Could Have Been Great: An Examination Of Kandinsky's Bauhaus Paintings And The Great Synthesis Of The Arts, Deanna Brooks

Institute for the Humanities Theses

When Nazism descended upon the German art world in the late 1920s and throughout the 1930s, artists were treated as an expendable group of "political undesirables." Among them was Russian painter Wassily Kandinsky (1866-1944), who experienced firsthand the political pressure placed on his career, as he attempted to visualize a weltanschauung or "world view," that involved the marriage of different types of art, media, and practices. For Kandinsky the "Great Synthesis of the Arts" revealed the collective historical narrative, to which all artists contributed, and he strove to actualize this lifelong goal over the course of his teaching career at …

"We Are Still In Apartheid:" Girls' Perspectives On Education Inequality In Democratic South Africa And Models For Social Change, Rebekah Lindsey Joyce

Institute for the Humanities Theses

Centering on the perceptions of black South African girl learners from impoverished township communities provides a new informed lived knowledge regarding social and educational inequality in the nation’s post-apartheid era. Perspectives from intersectional feminist theory and Black Feminist Thought offer an appropriate and unique approach to analyze the multiple socio-economic inequalities these girl learners face every day. By gathering original narrative data from a group of girls, their teachers, and the principal of Fezeka Secondary School in Gugulethu, South Africa, the intersections of inequality these girls face will be illuminated as critical factors to consider for policy and program aid …

Essays For Undergraduate Liberal Arts Education, Hugo G. Walter

Institute for the Humanities Theses

The purpose of this creative project is to develop an anthology of significant essays for undergraduate liberal arts education. Each essay is preceded by an introduction about the author and the importance of his work. Each essay will encourage the student to think actively and consistently about ideas and issues and to develop a greater sensitivity for and understanding of the world around him.

I have chosen the following twenty-five authors from the nineteenth and twentieth century for this anthology: Henry Thoreau, Henry Adams, Mark Twain, John Stuart Mill, Leo Tolstoy, Friedrich Nietzsche, Susan Anthony, William James, Bertrand Russell, Jane …