Philosophy/Arts & Sciences

This is a guide to the portraits in Emerson Hall 107 (The Bechtel Room), Department of Philosophy, Harvard University, Cambridge, Massachusetts, with an appendix of sources on the history of philosophy at Harvard and in the United States.

While it is, on one level, merely a guide to portraits, there is, on another level, a good deal of the history of philosophy at Harvard and in the United States during the 20th century contained herein.

How do academic librarians use blogs as part of their daily work?  I offer my own blog, Robbins Library Notes, as an example of how librarians can use blogging to delivery timely information and bibliographic instruction in an interactive format.

Product or company names used in this set are for identification purposes only. Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark. Library of Congress Cataloging-in-Publication Data Developing sustainable digital libraries : socio-technical perspectives / Tariq Ashraf, Jaideep Sharma and Puja Anand Gulati, editors. p. cm. Includes bibliographical references and index. Summary: "This book provides tools to complement an organization's burgeoning information treasuries, exploring new frontiers by looking at social and economic aspects of digital libraries and their sustainability"-Provided by publisher.

The current educational environment is fraught with political tension. The number of attempts to censor books dealing with controversial topics in public and school libraries and classrooms is rising. Teachers are frequently accused of teaching "critical race theory" and leftist indoctrination. All of these factors and more complicate the teaching of history for a would-be teacher of social studies and history at the 7-12 grade levels. How do history and social studies teachers address historical topics that often involve difficult conversations about historical persons, events, and eras? This article examines best practices on how to potentially address politics and political issues when developing lessons and curricula in light of parental and political concerns and complaints. It also explores conceptions of "critical thinking" to help define its place and role in such lessons and curricula. Finally, this article reminds educators that there are sometimes no-win situations where hard decisions will need to be made about what and how to teach.