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Fifteen doctoral students enrolled in a variety of humanities and social science programmes from a single metropolitan university in Ireland discussed their practices and habits associated with personal information management via three focus groups, in order to explore personal information management skills at different stages of the doctoral programme. Findings suggest that personal information management needs of doctoral students managing dissertation/thesis information can be categorised as three distinct stages: beginning, middle and end of the doctoral programme. In developing services to meet the needs of this population, information professionals may find it useful to classify such services via these three stages. [ABSTRACT FROM AUTHOR]

This paper examines the experiences and views of 12 Caribbean students studying at four Liberal Arts colleges and one large university in the Northeast, USA. The purpose of the study was to ascertain how young educated potential immigrants to the US today are thinking about race, identity, and homeland. The data were gathered through a 12-item open-ended questionnaire electronically administered throughGoogle Forms. Among other issues, the researcher wanted to learn about participants’: decision to study in the US, experiences with race, identity and attitudinal shifts, feelings about being assigned racial labels, and current thinking about returning to their home countries. The findings highlight the acceptance of racial labels except for ‘African American’, a dogged adherence to national identity, the challenge of adjusting to the US racialized space, the view of the US as an education and economic transitional point for migrants on their return journey to their home countries, the formulation of new understandings and attitudes regarding mixed ancestry, and the defining role of sexual orientation in the attitude towards home country versus the US. [ABSTRACT FROM PUBLISHER]

The recent decline in enrollments in the humanities (and particularly in modern languages) is of great concern for the profession, and underscores the need to reflect on the state and future direction of language departments across the U.S. While this declining trend applies to the traditional language major, it does not seem to affect the language minor, which in recent years has managed to sustain (and in some cases, increase) its enrollments (Goldberg, Looney, & Lusin, 2015). This article reports on the results of an undergraduate student survey (n=152) conducted among language minors (in all languages) at a mid-sized university in the mid-Atlantic region. This survey sought to identify the reasons that motivate undergraduate students to choose the language minor today, the factors that play a role in that decision, and their level of satisfaction with the current minor curriculum. Survey results illustrate not only the changing demographics in college language programs within the Northeast region, but also the changing academic needs and motivations that our undergraduate students bring to the language minor. Curricular implications of these findings are discussed, as well as the need for investing in new interdisciplinary language minors. [ABSTRACT FROM AUTHOR]

The article examines the state of the humanities in Taiwan. It is noted that Taiwan was able to preserve the pre-revolutionary traditions of cultural and knowledge production, while China's humanistic knowledge was altered by the Cultural Revolution. Several factors that contributed to the decline of the humanities in Taiwan are also cited, including the country's successful democratization and the Taiwanese society's movement toward utilitarianism.

The article examines the state of humanities education in India and the U.S. Topics discussed include the decline of students in humanities in U.S. universities due to the conflict between humanities and the powerful scientific and industrial societies. The article also explores the problem of language wherein Indian students of English literature generally tend to read more about British and American writing.

The article discusses the Columbia Global Humanities Project which involves a group of scholars and policy makers from several regions including Africa, the Arab world, and South Asia. The project is aimed at assessing and rethinking the place of humanities in universities and institutes. It describes the dismal state of the humanities in the regions caused by the redirection of resources and prestige to science and technology.

The article presents an outlook for the state of humanities education in Africa. Topics discussed include the new doctor of philosophy program at the Makerere Institute for Social Research at Makerere University and South Africa's postcolonial problems. The challenge of making the argument for the humanities and social sciences is also cited.

The article reports on the state of the contemporary humanities disciplines in China which were developed following the end of the Cultural Revolution. Topics discussed include the integration of humanities into several disciplines such as philosophy, history, and literature. The article also discusses the return of so-called national learning and the use of humanities as soft power.

The article examines the humanities crisis in Pakistan which is caused by the preoccupation with scientism. Topics discussed include the tendency to integrate the social sciences into the humanities and the failure of educational authorities in Pakistan to grasp the importance of the humanities to society. Also examined is the general decline in the academic study of the humanities worldwide.

The article examines the crisis being faced by humanities education in Egypt in relation to the increased radicalization of university graduates. Topics discussed include the state of enrollment in the humanities in the country and the public debate about the state of Egypt's higher education. Also discussed are the international ranking of Egyptian universities and signs of crisis such as student-faculty ratio.

The article examines the state of humanities scholarship after Apartheid in South Africa. A study conducted by South African sociologists Ari Sitas and Sarah Mosoetsa discovered the progressive corporatization of higher education in the world system. Humanities enrollment in South Africa is declining which might affect the training of the next generation of humanities scholars.

The article examines the state of arts and humanities scholarship in the Arab world as of 2017. It offers a look at several scholarly activities in the area of humanities that are largely produced within Arab universities. It is also noted that a majority of students enroll in humanities fields not by choice but the lack of other options and investments in the humanities are based on the American model.

What enables success for students studying in the humanities can be a contested space; dependent not only on the view taken on the content and purpose of specific subjects, but also on the nature of teaching and learning. This paper examines the process of redeveloping an elective unit in a Tertiary Enabling Programme to prepare students for study in undergraduate humanities areas. The research involved consulting with academics from different disciplines in a regional university and analysing their views on what enhances student success. These discussions are reviewed in light of literature on best practice in teaching and learning for foundation and first-year university students, particularly exploring Pierre Bourdieu’s notion of extending ‘cultural capital’ while expanding ‘habitus’ to emerge confidently into the field of academic life. We conclude that fostering students’ awareness of personal perspective on historical and contemporary events, alongside encouraging awareness of the constructed nature of meaning in particular events is central to developing the kind of thinking valued by lecturers in humanities subjects. [ABSTRACT FROM PUBLISHER]

What sort of contribution to the public weal constitutes a natural extension of the goals and values of humanities scholarship, and what sort a betrayal? This essay aims to shed light on this question by restating one historically influential conception of humanities scholarship and speculating about how humanities scholarship thus understood might play a positive role in society without betraying its own distinctive mission. The view of humanities scholarship adopted here is inspired by a broad humanistic tradition developed by thinkers like Wilhelm von Humboldt, John Henry Newman, and Karl Jaspers. This tradition views humanistic scholarship not only as the soul of the university, but also as a promoter of high culture and truth in society at large. In the context of the increasingly fashionable notion of ‘‘public humanities,’’ this essay offers a restatement of the traditional view of humanities scholarship and a brief discussion of the challenges of ‘‘doing public humanities’’ while honouring a broadly Humboldtian ideal of humanistic research and teaching. [ABSTRACT FROM AUTHOR]

This interview was recorded and transcribed in November 2015. Stephen Prothero is a professor of religious studies at Boston University, where he has taught since 1996. His publications include several that directly address teaching about religion, most notably Religious Literacy: What Every American Needs to Know - and Doesn't, which made an argument regarding K-12 education. In this manuscript he pulls the conversation into his own undergraduate classrooms - providing a vivid glimpse of his teaching practices, including how he conducts large lecture classes and seminars, how he works with teaching assistants, and how he conducts discussions even in very large courses. He also shares his broader reflections on the nature and importance of religious literacy and its place in American education. [ABSTRACT FROM AUTHOR]

This study examined students’ construction of academic subject identity in a university humanities discipline, English literary studies. In so doing, the study aimed to provide an empirically grounded intervention in current debates on the value of the humanities in higher education. Eight students participated in interviews lasting 15–20 minutes each. Narrative methodology was aligned with the social constructionist paradigm to investigate identity construction and emergence. These showed students’ creative agency as well as careful negotiation with existing social views. They revealed a variety of identity stability and conflict, determined by one key issue: whether or not students felt they could competently translate their subject identities into other social domains relevant to their lives. These findings improve current understanding of the value of humanities education by showing students’ perspective instead of educational practitioners’. They also point to possible educational intervention strategies to increase students’ competence in subject identity construction. [ABSTRACT FROM AUTHOR]

Purpose: This study had two main objectives: The first was to explore the extent to which a group of University lecturers feel that they are prepared to deal with controversial issues in their classrooms. The second was to elicit their views on a didactic approach known as Structured Academic Controversy (SAC). SAC is a constructivist teaching strategy intended to aid the learner in developing their views on controversial issues and in understanding alternative views with the ultimate aim of locating a compromise position. Method: A qualitative intervention was designed to introduce six university academics from diverse specialisms to SAC by way of reflective engagement with it in the role of learners. Findings: The participants in this study deal with controversial issues frequently and several feel ill-prepared to do so. They identified several challenges associated with the use of SAC. These relate primarily to class size and curricular overload. However, despite the challenges, the participants all recognized the potential value of such approaches in developing multi-perspectivity, critical thinking, listening and negotiating skills in the learner. Future larger-scale, longitudinal studies in a variety of cultural contexts are needed to develop approaches which can facilitate those approaching controversial issues in their classrooms. [ABSTRACT FROM AUTHOR]

This research aimed to investigate the pragmatic competence of year one university students in the School of Humanities and Law at Adama Science and Technology University. Pragmatic competence requires being able to speak and behave appropriately, and being able to understand what others say and do according to the socio-cultural context in which they are used. The data were collected from 70 students learning in six departments in the School of Humanities and Law School. Three main instruments were used to produce these results: a discourse completion test, multiple choice discourse completion test and observation. The data gathered were interpreted using both qualitative and quantitative methods. The pragmatic competence level of these participants was found to be at a middle level. Generally, from a pragmatic competence viewpoins, first year students in the School of Humanities and Law are better at recognising what is given to them than produce the utterances practically in the case of speech acts, cooperative and politeness principles. The researcher recommends that students should have to practice a variety of activities in English to be pragmatically competent in daily communication. [ABSTRACT FROM AUTHOR]

The article discusses the uses of cultural capital from the works of English poet John Milton. It acknowledges the marginalization of the field of humanities according to discipline and the size of the university, and the error of underestimating the intrinsic worth and prestige of the humanities. It emphasizes the importance of Milton in projecting the standing of the humanities, and the ability to reinvent his work in contemporary and urgent issues.

Copyright of Canadian Journal for the Scholarship of Teaching & Learning is the property of Society for Teaching & Learning in Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study investigated, by means of an ethnographic approach, what exactly occurs when Japanese novice writers are socialized into the undergraduate thesis genre and how the processes differ among disciplines. Data were collected from 10 undergraduate students enrolled in various humanities disciplines at two Japanese universities. The study identified the genre chains in psychology and non-psychology consisting of the thesis genre and the related genres to capture the whole picture of their socialization processes, and then examined cognitive and sociocultural aspects of their learning. All of the four psychology students were systematically inducted into research and experimental reports, a genre similar to undergraduate theses, in their first 2 years with emphasis on acquisition of knowledge and skills of the research process and report writing, which appear to follow the tradition of the natural sciences. In the last 2 years, the students were then weekly guided by their supervisors specifically in writing their undergraduate thesis in groups. The non-psychology students were socialized into the undergraduate thesis only in the last 2 years, with a particular focus on subject-matter knowledge, which was solely dependent on their supervisors, in the group and/or individual sessions. On the other hand, the psychology students experienced less difficulty in writing their theses than the non-psychology students. The study concludes that the highly prescriptive and regulated training for writing in the disciplinary context at the early stage via the written genres similar to the thesis were likely to account for the psychology students' success. [ABSTRACT FROM AUTHOR]

The article presents the rationale used in the humanities to explain the inclusion and study of philosophy in higher education. Topics addressed include the evolution of American philosophy and the impact of McCarthyism during the mid-twentieth century, the use aphorism by philosophers Friedrich Nietzche and Theodor Adorno, and an interpretation of book 1 of Plato's "Republic." A discussion on the hitory of philosophy is offered.

The article describes the projects within the framework of Humanities for the Environment (HfE) funded by the Andrew W. Mellon Foundation, which seeks to institutionalize of environmental humanities in the academe through the integration of the humanities, social sciences and natural sciences. The proejects include the Archive of Hope and Cautionary Tales, Life Overlooked courses and Dinner 2040: The Future of Food. A discussion on tte concepts of anthropocene and anthropos is offfered.

On empirical and theoretical grounds, it is proposed that the enjoyment of reading, and particular reading interests, relate to people's individuality. This research used photo essays about the self as the method for operationalizing individuality—that is, self-construals that are unlike others (i.e. are uniquely self-reflective, multidimensional, creative). In two studies of college students (N = 689 with questionnaire data and photo essays), findings showed that, as compared to more conventional peers, individualistic photo essayists reported greater enjoyment of reading and had more “intellectual” reading interests, including fiction, the humanities/social science, and science. More conventional students preferred to read about news, sports, and romance/sexuality. Unlike stable personality traits, amount and types of reading may be one personally controllable path toward developing individuality of young adults. [ABSTRACT FROM AUTHOR]

Inclusion of the humanities in undergraduate medicine curricula remains controversial. Skeptics have placed the burden of proof of effectiveness upon the shoulders of advocates, but this may lead to pursuing measurement of the immeasurable, deflecting attention away from the more pressing task of defining what we mean by the humanities in medicine. While humanities input can offer a fundamental critical counterweight to a potentially reductive biomedical science education, a new wave of thinking suggests that the kinds of arts and humanities currently used in medical education are neither radical nor critical enough to have a deep effect on students' learning and may need to be reformulated. The humanities can certainly educate for tolerance of ambiguity as a basis to learning democratic habits for contemporary team-based clinical work. William Empson's 'seven types of ambiguity' model for analyzing poetry is transposed to medical education to: (a) formulate seven values proffered by the humanities for improving medical education; (b) offer seven ways of measuring impact of medical humanities provision, thereby reducing ambiguity; and (c) --as a counterweight to (b) - celebrate seven types of ambiguity in contemporary medical humanities that critically reconsider issues of proof of impact. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Higher Education is the property of Canadian Society for the Study of Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective - To develop and improve on geographic information systems (GIS) services for humanities and social sciences graduate students and faculty members using an action research model. Design - Case study. Setting - A public research university serving an annual enrollment of over 41,500 students in the Midwestern United States of America. Subjects - Faculty members and students in the humanities and social sciences that expressed interest in GIS services. Methods - An action research approach was used which included data collection, analysis, service design, and observation. Interviews with eight individuals and groups were conducted including four faculty members, three graduate students, and one research group of faculty and graduate students. Data from interviews and other data including emails and notes from previous GIS meetings were analyzed and the authors used inductive and axial coding to interpret data and organize it into thematic areas. This analysis was used to develop an action plan for the library, then the results of the activity were assessed informally. Main Results - The interviews revealed three thematic areas for library GIS service: research, learning, and outreach. The authors generated library service connections for each of these areas including providing data plan design support and server space to enable future collaboration. The action plan developed by the authors resulted in increased engagement including active participation in an annual GIS day, attendance at workshops, courseintegrated GIS sessions, around 40 consultations on GIS subjects over a two-year period, and increased hits on the library's GIS page. Surveys from pre- and post-tests in the workshops increased participants' spatial awareness skills. Conclusion - Using an action research approach, the authors were able to identify needs and develop a successful model of GIS service for the humanities and social sciences. [ABSTRACT FROM AUTHOR]

An introduction is presented to a roundtable on the international state of the humanities, to a series of article providing an overview of the history of humanities studies in higher education.

The article provides an overview of the history of humanities studies in higher education in China. It is part of a roundtable of articles on the international state of the humanities. Topics include Sinology in North America, Sinologist and president of the Association for Asian Studies G. William Skinner, and the intellectual life of China beginning in the age of philosopher Confucius.

The essay provides an overview of the history of humanities studies in higher education in Arab Countries. It is part of a roundtable of articles on the international state of the humanities. Topics include humanism and higher education, Eurocentrism in history and the humanities, intellectual history, and Islam and the humanities.

The article provides an overview of the history of humanities studies in higher education in Mexico. It is part of a roundtable of articles on the international state of the humanities. Topics include the overall state of education in Mexico, information regarding literacy and reading, educational policy, economic conditions, and drug-related violence.

The article provides an overview of the history of humanities studies in higher education in United States. It is part of a roundtable of articles on the international state of the humanities. Topics include 2013 reports issued by Harvard College as well as the American Academy of Arts and Sciences discussing the state of humanities in the U.S., the percentages of scholars involved in the humanities and interpretive social sciences compared to other subjects, and the perceived relationship between democracy and the humanities.

The article provides an overview of the history of humanities studies, also known as the arts, in British universities and colleges after World War II. It is part of a roundtable of articles on the international state of the humanities. Topics include the Oxbridge model of higher education based on practices used at the Universities of Cambridge and Oxford, degree preferences for hiring, and the introduction of student-paid tuition within Great Britain.

The article provides an overview of the history of humanities studies in post-apartheid higher education in South Africa. It is part of a roundtable of articles on the international state of the humanities. Topics include government reports detailing failings and crises in the humanities; definitions of what subjects, such as history, religion, languages, and philosophy, fall within the scope of humanities; and efforts to boost interest in studying and teaching humanities in the country.

This paper summarizes my experiences teaching a 28-hour course on the bacterial world for undergraduate students in the humanities and the social sciences at the Hebrew University of Jerusalem. This course was offered in the framework of a program in which students must obtain credit points for courses offered by other faculties to broaden their education. Most students had little biology in high school and had never been exposed to the basics of chemistry. Using a historical approach, highlighting the work of pioneers such as van Leeuwenhoek, Koch, Fleming, Pasteur, Winogradsky and Woese, I covered a broad area of general, medical, environmental and evolutionary microbiology. The lectures included basic concepts of organic and inorganic chemistry necessary to understand the principles of fermentations and chemoautotrophy, and basic molecular biology to explain biotechnology using transgenic microorganisms and molecular phylogeny. Teaching the basics of microbiology to intelligent students lacking any background in the natural sciences was a rewarding experience. Some students complained that, in spite of my efforts, basic concepts of chemistry remained beyond their understanding. But overall the students' evaluation showed that the course had achieved its goal. [ABSTRACT FROM AUTHOR]

The article presents Ben Pimlott Memorial Lecture 2014, a speech by professor Peter Mandler, delivered at King's College London in London, England on July 7, 2015. Topics of the speech include teaching humanities in universities in Great Britain, higher education system in the country and second world war.

In recent years, colleges and universities have been talking seriously about civic learning, but other stakeholders, particularly public arts, culture, and humanities institutions, must be part of the conversation in order to create a context for learning that develops the skills of graduates in robust ways that reflect the full promise of liberal education. This piece places museums within the ecology of higher education through the experiences of faculty, curators, and students in one of the most museum-rich regions in the nation, Washington, DC. Students bridge the worlds of higher education and museums as research fellows, interns, and young professionals. Their experiences provide a window into thinking about the roles of faculty and curator mentors and the importance of finding the intersections between higher education and museums in the ecology of arts and humanities learning and practice. [ABSTRACT FROM AUTHOR]

As many national commissions and observers have noted, the past forty years have brought unprecedented declines in humanities enrollments and programs in U.S. higher education. These changes are particularly striking in the iconic academic heart of the enterprise, the four-year college sector, where many institutions have diversified curricular offerings well beyond their historic roots in the liberal arts. Colleges have significantly varied, however, in the extent of their retreat from the traditional core curriculum. What factors, then, are associated with maintaining earlier established academic norms in this organizational field? This analysis of four-year colleges' humanities degree production investigates several propositions, concluding that deeper institutionalization and stronger financial resources have been especially important in constraining schools' retreat from the humanities over recent decades. Examination of time-based interaction effects suggests notable evolution in the role of religious affiliation and gender in humanities degree production over the period. Implications of the findings for research and policy are considered. [ABSTRACT FROM AUTHOR]

In order to better understand the college classroom as a site of potential citizenship education, this article connects the delimited literature of the contested purposes of citizenship in higher education with scholarship on education for citizenship and provides empirical evidence from an analysis of how macro contextual influences are worked out in the micro practices of pedagogy and curricular design. By analysing two interdisciplinary college classrooms both with civic aims, this research offers a potential typology for understanding citizenship education at institutions of higher education. [ABSTRACT FROM AUTHOR]

This article argues that innovation may constitute a useful perspective on the link between society and arts and humanities research. Innovation is here seen as ‘something new put into practical use’, and there are two reasons why it can be relevant for humanities. First, there has been an expansion of what innovation refers to; it is now commonly used for non-economic change processes in public, private and non-profit organisations. Second, arts and humanities are not unique in their contribution to innovation: good teaching, research, dissemination and external relations are the central contributions for all university disciplines. But this does not mean that it is easy to promote innovation at universities in general and in arts and humanities in particular. Through examples from a historical case study at the University of Oslo, different tensions are analysed related to indicators, infrastructure, teaching versus research and quality. All these need to be handled in such a way as to avoid fruitless conflicts, misunderstandings and poorly designed policies and university strategies. [ABSTRACT FROM PUBLISHER]

Questions around the value of the arts and humanities to the contemporary world and the benefits they are expected to bring to the society that supports them through funding have assumed an increased centrality within a number of disciplines, not limited to humanities scholarship. Especially problematic, yet crucial, is the issue of the measurement of such public value. This article takes as a starting point a discussion of the ‘cultural value debate’ as it has developed within British cultural policy: here, the discussion of ‘value’ has been inextricably linked to the challenge of ‘making the case’ for the arts and for public cultural funding. The paper discusses the problems with the persisting predominance of economics in shaping current approaches to framing articulations of ‘value’ in the policy-making context. It concludes with a plea for a collaborative effort to resist the economic doxa, and to reclaim and reinvent the impact agenda as a route towards the establishment of new public humanities. [ABSTRACT FROM PUBLISHER]

This paper assesses the present state of English studies in contemporary Turkey. It begins by noting the Head of Turkey's Higher Education Boards admission of the Boards failure to improve higher education. The paper then confirms the Head's position, first finding the acquisition of English language skills to be generally unsatisfactory among students and also among locally educated faculty members. It ascribes this problem to poor language-teaching practice, which tends to rely too much on translation. This paper also notes the misconception of viewing English studies as a domain of knowledge rather than as a field of study. It argues that these problems have global implications and arise in relation to the global history of English studies. It undertakes a detailed examination of T B. Macaulay's 1835 "Minute on Indian Education," in which Macaulay presents English literature as a new and potentially edifying subject for higher education and a powerful instrument for more effective imperial management. It then places Macaulay's proposal in relation to Gayatri Spivak's recent advocacy of "aesthetic education." The paper shows that English studies in Turkey tends to conform to the Macaulay model, using scholarly articles published in Turkey to evidence the key elements of the argument. The paper ends with a suggestion that Turkish scholars with Anglophone-world degrees may help Turkish scholarship in the humanities approach international standards of quality and achievement. [ABSTRACT FROM AUTHOR]

The article discusses the need for public engineering studies in universities. Topics discussed include proposal of Liberal Studies in Engineering (LSE) degree program, integration of engineering studies with liberal arts and humanities, importance of the society-technology interaction, introductory course in materials engineering, and teaching materials science in combination with archaeology.

The review article focuses on the humanities in higher education in the digital age. From the mission of education, with its commitment to the professional and human formation, the digital agora is considered to be both a scenario and a mediation for the humanities in higher education. The technological society poses a few challenges that can be examined in studies of the end of the 20th century and early 21st century. In addition, the situation of education and humanistic education in this new scenario opens some paths, which are determined as horizons for their walk in this new digital habitat. Autonomous and collaborative learning, multiculturalism, critical thinking, and planetary responsibility, is a piece of knowledge that can be strengthened with the mediation of ICT. [ABSTRACT FROM AUTHOR]

This article aims to contribute to a discussion, which remains to be done in Portugal (as well as in other European countries) " and which is necessarily theoretical and practical, but ultimately pedagogical ", that seeks to understand the reflexive ways through which it could be effectively possible to operate "a teaching paradigm shift" by means of "the transition from one educational system based on the idea of knowledge transfer" through mimetic writing, "to a system based on the development of competences" of inventive writing at the level of postgraduate training. This terminology was used by the Portuguese Government when, in 2006, it introduced the Bologna Process and established "the qualification of the Portuguese in the European area" as "one of the key objectives of the policy for higher education". Our attention will focus on the discourses produced around the third university cycle (leading to the doctorate), and on the possibility of advancing theoretical and empirical arguments in defense of a model of inventive academic writing in its potential articulations with the "experimental and project-oriented component" (MCTES, 2006). We emphasize postgraduate writing because this cycle of studies is "essentially a practice-oriented learning of high-level research". Centering our (self) reflection on the processes of academic writing in the social sciences and humanities, we seek to identify contributions and challenges offered by research in the arts as a paradigmatic case of how it is possible to write an "original thesis" (MCTES, 2009). Specific creative practices of the artist-researcher will be underlined. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Educacion y Desarrollo Social is the property of Universidad Militar Nueva Granada, Departamento de Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)