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ERIC Number: ED357360
Record Type: Non-Journal
Publication Date: 1992-Aug
Pages: 10
Abstractor: N/A
Reference Count: N/A
Ethics, the Classics, and the Rhetorical Tradition: Integrating the Curriculum.
Soven, Margot
A 2-year seminar (jointly funded by the National Endowment for the Humanities and the Pew Charitable Trusts) explored ways faculty at La Salle University in Philadelphia (Pennsylvania) might integrate the emphasis on self-awareness as well as the historical, political, and ethical insight common in humanities courses with courses in other disciplines. The seminars, held among 15 faculty members, focused on central humanistic texts that would influence the redesigning of curriculum-wide courses. The fall seminar, limited to Arts and Sciences faculty, addressed the core curriculum. The spring seminar, titled "Facing Up to Modernity" included faculty from the School of Business and the School of Nursing and focused on the revision of courses for majors. Seminar discussions modeled the value of blending philosophical, historical, and literary perspectives to understand those ethical conflicts that beset the economic, social, and political conditions of modernity. Faculty were encouraged to consider how themes explored in the seminar related to ethical dilemmas in their own fields. Though the scope of the seminars did not permit extensive discussion of pedagogy, part of the workshop sessions dealt with writing assignments and classroom practices useful for helping students explore ethical issues. Distinguishing dialectic from scientific demonstrative discourse enables the exploration of moral and political issues, as James Kinneavy's, James Berlin's, and Carol Schneider's work on rhetoric indicates. Some faculty revised their courses almost immediately, and representative comments from other faculty show how they transformed their approaches. (SAM)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A