| Creating an Image Bank for Teaching World Religion: Challenging and Reifying Structures of Knowledge |
1992 |
542 |
Creating an indexed set of slides for teaching the academic study of religion reveals how existing structures of power/knowlcdge shape the frameworks from which new knowledge emerges, and how that knowledge may affect those structures. Although cultu... |
| Hearing, Smelling, Tasting, Feeling, Seeing: The Role of the Arts in Making Sense Out of the Academy |
1995 |
2087 |
Our bodies provide keen metaphors for the predicament of the disciplines and the pharmakon (both remedy and poison) provided by interdisciplinarity. Each human body is single, complex but unified, whole. Yet we have come to experience our bodies as c... |
| Integrative Praxes: Learning from Multiple Knowledge Formations |
2001 |
1118 |
After adopting and extending the “test of truth as effective action” that Newell proposes
in “A Theory of Interdisciplinary Studies,” this article proposes “living well” as the goal
of knowledge processes. With this in mind, it explores disciplinar... |
| Intermediation: Arts' Contribution to General Integrative Theory |
1999 |
614 |
Intermediation approaches integration via medium, as does interdisciplinarity via field/content, while both involve concerns of methodology. "Media" are distinguished by the perceptual acts required for their constitution (cf McLuhan, 1964) - by the ... |
| Lost in the Desert: A Review of Mark C. Taylor's Disfiguring Art, Architecture, Religion |
1994 |
1349 |
Book Review |
| Relying on the Kindness of Strangers: CEDD’s Report on Hiring, Tenure, Promotion in IDS |
2008 |
713 |
Abstract unavailable |
| Rereading Coomaraswamy |
1991 |
584 |
Abstract unavailable |
| [A review of] "Masked Metaphors: Masks of the Spirit: Image and Metaphor in Mesoamerica, by John H. Markman and Roberta T. Markman" |
1990 |
1197 |
Book review |
| The Role of the Arts in the Humanities and Social Science Classroom |
1989 |
969 |
There are at least two compelling reasons to incorporate the visual arts (by which I mean architecture and urban planning, the design professions and the fine arts) in humanities and social science teaching at all levels. The first is the generative ... |
| Semiotrix Deux |
2002 |
326 |
Abstract unavailable |
| Sensory Questions |
1999 |
449 |
Abstract Unavailable |
| Teaching Religion and Material Culture |
2007 |
2008 |
Because religions discipline and interpret bodies; create and define sacred spaces; generate, adore and study images in all media; regulate the intake of food; structure temporal experience; and in general interpenetrate and are permeated by the cult... |