Latin Music Studies at Texas State University

2017 ◽  
Author(s):  
Ludim Pedroza
Keyword(s):  
Higher Education ◽  
High Schools ◽  
Music Education ◽  
Institutions Of Higher Education ◽  
State University ◽  
School Of Music ◽  
Professional Degree ◽  
History Of ◽  
Latin Music ◽  
A Minor

The Latin Music Studies (LMS) area at the Texas State University School of Music offers degree-granting programs with concentrations in mariachi and salsa. Such programs are still rare in mainstream US institutions of higher education. LMS founder John Lopez has recently developed a minor in mariachi, which in conjunction with the professional degree in music education provides students with fundamental skills in mariachi ensemble management, pedagogy, performance, and creative musicianship. The history of the minor in mariachi at Texas State University and the prominent presence of mariachi in middle schools and high schools suggest a future wherein the mariachi ensemble in Texas may enter the standard ensemble trio of the choir, band, and orchestra.

Khorasan, the Birthplace of Post-Classical Philosophy, a Land in Decline?

2021 ◽  
pp. 25-76
Author(s):  
Frank Griffel
Keyword(s):  
Higher Education ◽  
Central Asia ◽  
Twelfth Century ◽  
Political History ◽  
Political Context ◽  
The Political ◽  
Institutions Of Higher Education ◽  
History Of ◽  
Classical Philosophy

Post-classical philosophy in Islam developed during the sixth/twelfth century in the eastern Islamic lands, in Iraq, Iran, and what is today Central Asia. Tracing the conditions and circumstances of its development requires an understanding of the political context, the patterns of patronage, and institutions of higher education and of research during this era. This chapter offers an introduction to the political history of the sixth/twelfth century with a focus on the courts that offered patronage to philosophers, and it analyzes the proliferation of madrasas during this era and their role for higher education and research.

Deification in the Long Nineteenth Century

2019 ◽  
pp. 55-81
Author(s):  
Ruth Coates
Keyword(s):  
Higher Education ◽  
Nineteenth Century ◽  
Twentieth Century ◽  
Political Culture ◽  
Institutions Of Higher Education ◽  
Religious Thought ◽  
History Of ◽  
Cultural Expressions ◽  
Russian Religious Thought ◽  
The Church

Chapter 2 sets out the history of the reception of deification in Russia in the long nineteenth century, drawing attention to the breadth and diversity of the theme’s manifestation, and pointing to the connections with inter-revolutionary religious thought. It examines how deification is understood variously in the spheres of monasticism, Orthodox institutions of higher education, and political culture. It identifies the novelist Fedor Dostoevsky and the philosopher Vladimir Soloviev as the most influential elite cultural expressions of the idea of deification, and the primary conduits through which Western European philosophical expressions of deification reach early twentieth-century Russian religious thought. Inspired by the anthropotheism of Feuerbach, and Stirner’s response to this, Dostoevsky brings to the fore the problem of illegitimate self-apotheosis, whilst Soloviev, in his philosophy of divine humanity, bequeaths deification to his successors both as this is understood by the church and in its iteration in German metaphysical idealism.

scholarly journals Venezuelan Higher Education: The Chavez Revolution

2015 ◽  
Author(s):  
Daniel Levy
Keyword(s):  
Higher Education ◽  
Latin America ◽  
Public Sector ◽  
Private Universities ◽  
Institutions Of Higher Education ◽  
Private Institutions ◽  
Public And Private ◽  
The Public ◽  
History Of

Hugo Chavez's clash with Venezuelan higher education is a vivid present-day example of a history of confrontation between leftist, populist regimes and higher education in Latin America. Chavez has transformed the public sector through creation and expansion of new universities. Chavez's policies have alienated the country's private institutions of higher education. Both public and private universities are reduced in importance.

scholarly journals PERSONAL PERSPECTIVES ON THE HISTORY OF ACADEMIC ADVISING

1988 ◽  
Vol 8 (1) ◽  
pp. 89-95 ◽  
Author(s):  
Harvey W. Wall
Keyword(s):  
Higher Education ◽  
Academic Advising ◽  
Clinical Psychology ◽  
Present Status ◽  
State University ◽  
Professional Experiences ◽  
Advanced Students ◽  
Penn State ◽  
History Of ◽  
Type Of Institution

The JOURNAL continues its series on the development of academic advising in higher education with the second installment of an interview with Dr. Harvey Wall, who began his career in clinical psychology in the early 1950s. In March 1986, Dr. Wall retired from his position as director of the Division of Undergraduate Studies (DUS), an advising unit at Penn State University that enrolls freshmen and sophomores exploring a variety of majors and advanced students seeking advising assistance with changes in their academic plans. Dr. Wall was the first director of DUS, which started in 1973 with 800 students. It now enrolls 4,000. In many ways Dr. Wall's professional experiences parallel the development of academic advising nationwide. For those new to advising, Dr. Wall's remembrances of things past, although personal and local, should provide powerful insights into the present status and procedures of advising, regardless of location or type of institution.

Learning to Work and Working to Learn

2009 ◽  
pp. 638-667
Author(s):  
Gary Brown ◽  
Theron Desrosier ◽  
Debbie Edwards
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Washington State ◽  
Complex Relationship ◽  
Institutions Of Higher Education ◽  
State University ◽  
Learning Outcomes Assessment ◽  
Washington State University ◽  
The World ◽  
The Relationship

The relationship between higher education and the world of work is complex and often characterized by a great deal of misperception, underscored by the recent press for accountability purportedly in response to reports of public dissatisfaction with the lack of transparency in institutions of higher education. This chapter explores the complex relationship between learning outcomes assessment, employer expectations, and traditional and emerging pedagogies. An approach used at Washington State University that uses assessment and technology as levers to help students and faculty bridge the real and the perceptual divide between learning in school and learning in the world of work is presented.

Close cannot be preserved: crises of Tambov workers’ faculty

2020 ◽  
pp. 205-215
Author(s):  
Aleksander L. Avrekh
Keyword(s):  
Higher Education ◽  
Educational Institution ◽  
Strong Support ◽  
State University ◽  
New Economic Policy ◽  
Pedagogical Institute ◽  
University History ◽  
Archival Documents ◽  
State Pedagogical Institute ◽  
History Of

The gap remains in the development of history of Derzhavin Tambov State University: history of Tambov workers’ faculty (TWF) is not revealed. Having emerged as a part of Tambov State University in November 1919, the Tambov workers’ faculty after the liquidation of the university existed as an independent regional educational institution until 1930, when it became part of the newly created Tambov Agrarian Pedagogical Institute until the abolition of workers’ faculty in 1939. Being an institution directly associated with higher education, Tambov workers’ faculty was the institutional connector of the first Tambov university with Tambov State Pedagogical Institute/Derzhavin University, setting the “continuity” for the century of higher education in the Tambov Region. The task of training future “proletarian specialists” – Tambov workers’ faculty solved in very difficult conditions of New Economic Policy and the period of “socialist reconstruction”. On the basis of archival documents introduced into scientific circulation for the first time, we examine Tambov workers’ faculty crises, caused by the intention of the Center, which referred to the lack of funds and the non-proletarian nature of the governorate, to liquidate the Tambov workers’ faculty in 1922 and 1924. We present data that demonstrate relatively successful indicators of the Tambov workers’ faculty main activity, which, combined with the strong support of local authorities, made it possible to maintain workers’ faculty, which became the only Tambov educational institution directly oriented to universities after the liquidation of the Practical Institute of Public Education (PIPE) and the Agricultural Institute (AI).

scholarly journals Re-storying the Landscape: The Humanities and Higher Education for Sustainable Development

2020 ◽  
Vol 10 (1) ◽  
pp. 25
Author(s):  
Nathan Hensley
Keyword(s):  
Higher Education ◽  
Biodiversity Loss ◽  
Human Experience ◽  
State University ◽  
Environmental Humanities ◽  
Higher Education Pedagogy ◽  
History Of ◽  
Sustainability Movement ◽  
Sustainability Challenges ◽  
Sustainability Principles

In this paper, the environmental humanities provide a lens into sustainability principles and practices within the setting of higher education. In the midst of the planetary crisis represented by the Anthropocene – the geological epoch in which human activity has become the dominant influence on the environment – the humanities can advance the sustainability movement by emphasizing the study of human experience. As we face sustainability challenges such as climate change and biodiversity loss, we encounter questions such as: what kind of education is of most value and how do we engage the environmental humanities as a mode of inquiry to better understand the crucial relationships between humans, place, and sustainability? Addressing these questions requires non-conventional modes of inquiry. Studying the stories of the landscapes that we inhabit is a non-conventional mode of inquiry that nurtures a sense of place. These stories include how the land was shaped by both natural and human forces. Stories of place and the history of how humans have altered it provide crucial insight into the human-Earth relationship. The study of place cultivates interest in infusing lived and felt human experience into the curriculum and pedagogy. Infusing human experience into higher education pedagogy encourages the linking of the sciences with the humanities. These ideas were implemented in a case study in which a swamp located in northwestern Ohio was used to contextualize sustainability education at Bowling Green State University. Such an education-oriented response to the sustainability crisis allows us to formulate new modes of inquiry, to better collaborate across disciplines, and to embrace uncertainty.

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