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Keywords: Montaigne (ALL of these words -- matching substrings)
Division or office: Education Programs

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Page size:
 18 items in 1 pages
Award Number Grant ProgramAward RecipientProject TitleAward PeriodApproved Award Total
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 18 items in 1 pages
AQ-50646-12Education Programs: Enduring Questions: Pilot Course GrantsBoston CollegeNEH Enduring Questions Course on "Thinking About Law: What Is It and What Are Its Claims on Us?"6/1/2012 - 5/31/2014$22,432.00Alice Behnegar   Boston CollegeChestnut HillMA02467-3800USA2012Interdisciplinary Studies, GeneralEnduring Questions: Pilot Course GrantsEducation Programs22432022378.210

The development of an upper-level undergraduate seminar on the question, What is law and what are its claims on us?

Since 1996, Alice Behnegar has taught introductory and survey courses at Boston College as a non-tenure track instructor, advancing to her current status as full-time adjunct associate professor in the honors program and the political science department. She develops a three-part, upper-level seminar that "confronts and clarifies our perplexity regarding the law." The project director observes that "Students see the diversity of laws in the world and believe it means that there is no single, true standard of justice." They ask, is law "impossible to disobey, usual to disobey, bad to disobey, or good to disobey?" In order to offer a more complex response to the question, What is Law?, the first section probes the traditional premise that the law reflects truth, with readings from the Bible, Thomas Aquinas, Aeschylus, Chinua Achebe, John Locke, and the "disturbing" trials narrated in Plato's Apology and Camus' novel, The Stranger. Skepticism about the law is explored in the writings of Montaigne, Nietzsche, Foucault, and Richard Rorty. In the concluding section, students bring multiple perspectives to bear on their work in preparing for a historical case study and reenactment of the Massachusetts Bay Colony trial and conviction of Anne Hutchinson. The role-playing exercise is supported by core readings and web-based materials from Barnard College's "Reacting to the Past" series. Situated within the Arts and Sciences Honors Program, the new course is open to any student who has completed the humanities and social sciences core required of all Boston College students. Professor Behnegar uses course development time to go beyond her academic training as a political scientist and earlier professional experience as a practicing lawyer to engage with literary texts, contemporary theory, and philosophy.

AQ-50761-12Education Programs: Enduring Questions: Pilot Course GrantsEmory UniversityNEH Enduring Questions Course on "What Is Civility?"5/1/2012 - 4/30/2015$25,000.00Ann Hartle   Emory UniversityAtlantaGA30322-1018USA2012Philosophy, GeneralEnduring Questions: Pilot Course GrantsEducation Programs25000024883.130

The development of an undergraduate philosophy course on the question, What is civility?

Ann Hartle, a professor of philosophy with a specialty in the early modern period, develops an introductory course on the idea of civility, "placing it within the context of the social bond in modern liberal societies." Recognizing that the concept was "presupposed in pre-modern life," Professor Hartle argues that civility became a fully articulated problem "with the advent of liberal society, that is, with the origins of the freedom of the individual to pursue the good life in his own way." She also notes that the "meaning of civility depends upon the kind of unity and the level of diversity that a given society seeks to enjoy." The course addresses the problem through a series of related questions about the nature of the social bond, especially in democratic societies; the difficulties of civility in a multicultural and religiously plural society; the role of education in fostering civility; and the relationship between citizenship and civility. The first unit of the course, on pre-modern forms of civility, is based on close readings of Aristotle's Politics and Josef Pieper's Leisure, the Basis of Culture; the latter focuses on the importance of education, study, and contemplation for civilized life in ancient and Christian cultures. The second unit, on civility in early modern philosophy, considers essays by Montaigne and Rousseau's The Social Contract, which provide classic formulations about the roles of individual freedom and religion in social and civil life. Professor Hartle states that she will probably add recent works on religion and civility to this unit during the course development phase. The third unit, on contemporary problems of civility, utilizes Michael Oakeshott, On Human Conduct, and Richard Rorty, Contingency, Irony, Solidarity, which address distinctions between varieties of human association and propose alternative conceptions of liberal society. In addition to standard classroom activities and assignments, the students plan and conduct discussion sessions for the university community.

AQ-50786-12Education Programs: Enduring Questions: Pilot Course GrantsShimer CollegeNEH Enduring Questions Course on "What Is the Role of Reading in Human Life?"9/1/2012 - 8/31/2016$24,752.00Stuart Patterson   Shimer CollegeChicagoIL60616USA2012Interdisciplinary Studies, GeneralEnduring Questions: Pilot Course GrantsEducation Programs24752024193.330

The development of a course that explores the question of what we should read and why.

Stuart Patterson, associate professor of liberal arts at Shimer College, develops a course that explores why and what people should read. Designed both to engage and to critique Shimer College's Great Books curriculum, the course provides a structured venue for students to consider the intellectual, personal, and ethical dimensions of reading and thus, the foundation of a liberal arts education. Divided into six thematic units, it begins with Plato's Phaedrus, where Socrates queries the relationship between reading, writing, and conversation. The next section considers debates over canonicity - what we should read and how that is determined. Students first examine Shimer's own canon by reading The Great Conversation, whose author, Robert Maynard Hutchins, laid the groundwork for the college's curriculum. This is set alongside a larger discussion in Lee Morrissey's reader, Debating the Canon. Students then compare the four New Testament gospels to apocryphal texts, the latter supported by secondary sources. Thirdly, beginning with Montaigne and Cervantes, students explore the early modern phenomena of book ownership and reading as a private enterprise. In the fourth section, students revisit works and concepts encountered earlier in the course through the lens of contemporary theorists who have questioned the relationship between author, text, and reader: Mikhail Bakhtin and Jorge Luis Borges (both of whom discuss Don Quixote) and Jacques Derrida, who discusses Phaedrus. Finally, Marshall McLuhan's The Gutenberg Galaxy allows students to ask if, in his words, "the medium [really] is the message." In visits to the Art Institute of Chicago and the Newberry Library, students compare the activity of reading with the viewing of art and consider the materiality of books in light of a digital future.

AQ-51033-14Education Programs: Enduring Questions: Pilot Course GrantsCUNY Research Foundation, John Jay CollegeNEH Enduring Questions Course on the Nature of Friendship5/1/2014 - 12/31/2015$22,000.00Olivera Jokic   CUNY Research Foundation, John Jay CollegeNew YorkNY10019-1007USA2014Gender StudiesEnduring Questions: Pilot Course GrantsEducation Programs22000021994.10

The development of an undergraduate course on friendship.

The development of an undergraduate course on friendship. Olivera Jokic, an assistant professor of English at John Jay College of Criminal Justice, develops and teaches a course that examines the nature of friendship from a variety of perspectives. The course begins by looking at how writers from several time periods and cultures have represented friendship and then considers whether friendships are a function of culture. Next, the course turns to the question of whether friendship is a common good or is motivated by self-interest, and examines the ways that gender and gender roles might influence friendship. The final section of the course investigates the relationship between friendship, difference and equality, and distance, including the role that technologies like Facebook play in developing and maintaining friendships. Course readings include Aristotle's Nicomachean Ethics, Plato's Phaedrus and Lysis, The Epic of Gilgamesh, Jane Austen's Persuasion, Zadie Smith's White Teeth, Oscar Wilde's De Profundis; essays by Vine Deloria, John Stuart Mill, and Michel de Montaigne; and poetry by Sappho, Li Bai and Du Fu, William Blake, Emily Dickinson, Robert Frost, and Langston Hughes. Readings are supplemented by the viewing and discussion of such films as Some Like it Hot, 4 Months 3 Weeks 2 Days (from Romania), Butch Cassidy and the Sundance Kid, Thelma and Louise, and E.T. the Extra-Terrestrial. Throughout the course, students keep a journal of their reactions to the readings, produce midterm analytical projects related to course readings and discussions, and create final exhibits about friendships that are displayed on campus.

EH-20557-85Education Programs: Institutes for Higher Education FacultyDuke UniversityPerspectives on Montaigne and His Time10/1/1985 - 11/30/1986$129,361.00Marcel Tetel   Duke UniversityDurhamNC27705-4677USA1985French LiteratureInstitutes for Higher Education FacultyEducation Programs12936101027100

To support a six-week institute for 25 college and university teachers on the literary and historical contexts of the ESSAYS of Michel de Montaigne.

EH-20750-87Education Programs: Institutes for Higher Education FacultyDuke UniversityPerspectives on Montaigne and His Time9/1/1987 - 3/31/1989$163,623.00Marcel Tetel   Duke UniversityDurhamNC27705-4677USA1987Renaissance StudiesInstitutes for Higher Education FacultyEducation Programs1636230161304.430

To support an institute on the literary and historical contexts of the ESSAYS of Michel de Montaigne.

ES-21553-88Education Programs: Institutes for K-12 EducatorsCollege of the Holy CrossPOLIS and RES PUBLICA: Classical Political Theory and the U.S. Constitution1/1/1988 - 3/31/1994$569,023.00DavidL.Schaefer   College of the Holy CrossWorcesterMA01610-2395USA1991Interdisciplinary Studies, GeneralInstitutes for K-12 EducatorsEducation Programs5690230564695.520

To support a four-week national institute for 30 high school social studies and Latin teachers on the relationship between classical political thought and the U.S. Constitution.

FS-*0092-81Education Programs: Seminars for Higher Education FacultyColumbia UniversityMontaigne and the Essay1/1/1981 - 12/31/1981$70,000.00DonaldM.Frame   Columbia UniversityNew YorkNY10027-7922USA1980French LiteratureSeminars for Higher Education FacultyEducation Programs700000525710

No project description available

FS-50025-04Education Programs: Seminars for Higher Education FacultyNewberry LibraryTravel Writing, Skepticism, and Religious Belief in Renaissance France10/1/2004 - 9/30/2005$107,618.00Carla Zecher   Newberry LibraryChicagoIL60610-3305USA2004French LiteratureSeminars for Higher Education FacultyEducation Programs10761801076180

A four-week summer seminar for college teachers to examine French Renaissance travel writing and the effect of the encounter with the peoples of the Americas on religious debates in sixteenth-century Europe.

This seminar will examine the intersection between travel writing, skepticism, and religious belief in Renaissance France, so as to reintegrate the religious consequences of early European/Amerindian encounters into our view of the cultural transformations initiated by the Age of Exploration. Attitudes adopted to deal with the religious status of Amerindians assumed a polemical role in the dissensions of the Reformation. Pseudo-travel texts by writers such as Rabelais and Montaigne applied exotic description to French culture, stripping meaning from familiar customs, making readers feel like foreigners at home. The disorientation effected by this literature framed the problem of religious doubt within a larger cross-cultural context.

FV-20009-83Education Programs: Seminars for K-12 EducatorsCentenary College of LouisianaMontaigne, Bacon, Donne: Emergence of the Essay and the Idea of Discovery10/1/1983 - 9/30/1984$47,881.00MichaelL.Hall   Centenary College of LouisianaShreveportLA71104-3335USA1983British LiteratureSeminars for K-12 EducatorsEducation Programs478810478810

No project description available

FV-21020-89Education Programs: Seminars for K-12 EducatorsWhitman CollegeMontaigne's ESSAYS10/1/1989 - 9/30/1990$50,021.00PatrickG.Henry   Whitman CollegeWalla WallaWA99362-2067USA1989French LiteratureSeminars for K-12 EducatorsEducation Programs50021049191.390

No project description available

FV-21029-89Education Programs: Seminars for K-12 EducatorsDuke UniversityFrench Renaissance Humanism: Rabelais, Marguerite of Navarre, Montaigne10/1/1989 - 9/30/1990$75,740.00Marcel Tetel   Duke UniversityDurhamNC27705-4677USA1989French LiteratureSeminars for K-12 EducatorsEducation Programs757400757400

No project description available

FV-21372-91Education Programs: Seminars for K-12 EducatorsDuke UniversityMontaigne: Perspectives on His Times10/1/1991 - 9/30/1992$92,416.00Marcel Tetel   Duke UniversityDurhamNC27705-4677USA1991French LiteratureSeminars for K-12 EducatorsEducation Programs924160924160

No project description available

FV-21498-92Education Programs: Seminars for K-12 EducatorsWhitman CollegeMontaigne's ESSAYS10/1/1992 - 9/30/1993$59,177.00PatrickG.Henry   Whitman CollegeWalla WallaWA99362-2067USA1992French LiteratureSeminars for K-12 EducatorsEducation Programs591770591770

No project description available

FV-21536-92Education Programs: Seminars for K-12 EducatorsDuke UniversityMontaigne: Perspectives on His Times10/1/1992 - 9/30/1993$89,705.00Marcel Tetel   Duke UniversityDurhamNC27705-4677USA1992French LiteratureSeminars for K-12 EducatorsEducation Programs897050897050

No project description available

FV-21707-93Education Programs: Seminars for K-12 EducatorsWhitman CollegeMontaigne's ESSAYS10/1/1993 - 9/30/1994$60,585.00PatrickG.Henry   Whitman CollegeWalla WallaWA99362-2067USA1993French LiteratureSeminars for K-12 EducatorsEducation Programs60585058595.980

No project description available

FV-21788-94Education Programs: Seminars for K-12 EducatorsDuke UniversityMontaigne: Perspectives on His Times10/1/1994 - 9/30/1995$90,130.00Marcel Tetel   Duke UniversityDurhamNC27705-4677USA1994French LiteratureSeminars for K-12 EducatorsEducation Programs901300901300

No project description available

FV-22299-98Education Programs: Seminars for K-12 EducatorsDuke UniversityMontaigne and Our Times10/1/1998 - 9/30/1999$103,207.00Marcel Tetel   Duke UniversityDurhamNC27705-4677USA1998French LiteratureSeminars for K-12 EducatorsEducation Programs103207099756.970

No project description available