Posts tagged education
Art Academies and Art Academy Schemes in Britain and Ireland, 1600-1770

Before (and after) the establishment of the Royal Academy in London in 1768, there were numerous individuals and associations that proposed or implemented plans to create academies for the arts in Britain and Ireland. Examples can be traced to at least the early seventeenth century. To date, there is no publication that pulls together a single list of academies and/or academy schemes in seventeenth- and eighteenth-century Britain and Ireland. In the chart below, I bring together the manuscript and secondary literature to offer a timeline of schemes, proposals, recommendations, and attempts to establish academies for the arts in Britain and Ireland between 1600 and 1770.

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Exhibition: (New) Blueprints for Counter Education

I am happy to announce the exhibition (New) Blueprints for Counter Education, which I have curated as part of my work for the IUPUI Arts & Humanities Institute. Featuring new work by Artur Silva, Lasana Kazembe, Jason M. Kelly, and Kara Taylor, the exhibition uses virtual reality, poster art, film, and music to consider our current moment—and the ways that the visual arts, philosophy, poetry, performance, and history equip us to both understand and respond to the challenges that we face.

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The Wrong Question: Is This Higher Education's Golden Age?

In sum, I don't disagree with Brint's data. Rather, I think that his essay unnecessarily rejects valid critiques of the state of higher education. Certainly, by some metrics, the US system of higher education is running on all cylinders. However, this has come at a cost: the increasing commodification of knowledge; cuts in public support and the concurrent rise of private debt; the instrumentalization of public education to serve market demands; and the balooning of the faculty precariat. 

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Howard Zinn and the Struggle for the Microphone: History, Objectivity, and Citizenship

Knowledge is not neutral. It brings responsibility and has consequences, especially in a democratic society. Professional expertise in history means that scholars have a duty to shape discourse and influence politics. They have a fundamental role to play in educating and working with the citizenry and in shaping and critiquing policy decisions--not in spite of their professional roles, but because of them.

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