This book speaks to all those with an interest in the question of the human in its relation to the non-human. More specifically, it illustrates how the ancient world mobilized concepts of ‘the animal’ and ‘animality’ to conceive of the human in a variety of ways. To this end, it offers ten essayistic interventions into ways of ‘thinking the human’ that reach from antiquity to the present in the ultimate aim to challenge our understanding of who we really are.

Social work stands for the values of humanity. Such a statement would go unchallenged by social workers throughout the world. Yet in this chapter we consider the values of humanity in some detail, recognising that they are both complex and contested, and that humanity is not to be idealised but can be brutally destructive. In pursuing this discussion, we show how a deeper and wider exploration of humanity can be an important source of inspiration for creative social work and can enhance social work’s advocacy of the values of humanity in the contemporary context, where much that seemed to be settled has become unsettled and where people often feel less like rational decision-making beings optimising their wellbeing and more isolated, bewildered and uncertain in a world of paradox and confusion.

Humanities scholarship is hard to classify as knowledge because it normally takes a form that is quite different from scientific research, which has become nearly synonymous with knowledge. Our popular picture of scientific knowledge is a based on a caricature — the Scientific Method — which misrepresents the nature of scientific inquiry in a way that makes it look fundamentally at odds with the tenor of the humanities. When we look at how scientific knowledge actually develops, however, we find that both the process by which this occurs and the structure of the scholarly communities that oversee it are surprisingly similar to those that have defined the humanities since antiquity. This book argues for a kind of knowledge — disciplinary knowledge — that is characterized by certain social practices surrounding the production of knowledge. Both the humanities and the natural sciences routinely create disciplinary knowledge.

Chapter 1 reconstructs the conceptual history of tact as a social, ethical, and aesthetic category. Starting out with Voltaire’s 1769 definition that marks tact’s fundamental paradigm shift from a sense of feeling to a form of sociability, I reconstruct the word’s ensuing career as a key concept in 19th- and 20th-century pedagogical, philosophical, and literary discourse. I discuss tact’s history within the context of the demise of the ancien régime and the rise of the bourgeois subject, reflecting on a variety of different historical and philosophical explanations (Elias, Adorno, Foucault). I reconstruct how and why, around 1800, tact turns into a key philosophical term, depicting an intuitive form of empirical judgement (Kant). I show how, in the second half of the 19th century, tact, understood as an individual deviation from normative structures, came to occupy a key position in the method dispute between the humanities and the natural sciences (Helmholtz). I conclude by reflecting on how psychological tact went on to become a key category in modern and contemporary hermeneutics, uniting the otherwise antagonistic work of scholars incl. Adorno, Gadamer, Barthes, Felski, and Macé.

A comparison of disciplines is helpful for teaching creativity to identify similarities and differences in the creative process. A challenge for all disciplines is to create a balance between teaching higher-level abilities, such as creativity, and the lower-level technical skills required by the discipline. But there are also differences among disciplines. Scientific training emphasizes avoiding mistakes so it is more risk-aversive than training in the arts in which taking risks is often encouraged. Research on science and mathematics learning includes evaluating the effects of exposing preservice elementary teachers to multiple representations, measuring scientific creativity in elementary school students, identifying competencies for scientific reasoning in junior high school, and designing instruction on complex systems at all levels in the curriculum. TRIZ, an acronym for the Russian phrase ‘theory of inventive problem solving’, has influenced the design and evaluation of curricula for engineering students.

Abstract: This chapter addresses the tension between truth and social cohesion. Since all stories are interpretation of some event or behavior, the examined life is always an interpretation of an interpretation. But the interpretation of one’s own national history is not of some distant object: It is of the self, and it has a purpose – to open up and explore the possibilities that the past offers in the present for the future. This chapter examines the qualities of a good interpretation and role of the humanities in shaping it. I show how progress in interpretation is possible and argue for a dialogical view of interpretation where meanings evolve as contexts change, as new knowledge becomes available, and as the implications of different possible interpretations become clearer.

Ethical quandaries – such as justice and equity for under-represented communities, treatment of animals in laboratory and field research, and editing the genomes of plants, animals, and humans – are becoming ever more insistent in socio-environmental research. Accordingly, socio-environmental research requires that natural and social scientists become conversant with the humanities and that humanists actively engage, in accessible terms, the conceptual and ethical concerns arising in the sciences. Research methods in the humanities differ – where scholars begin with a thesis instead of a hypothesis – from those in the natural and social sciences. While the methodological differences between research in the humanities and the sciences render interdisciplinary cooperation and even communication between these two broad types of inquiry difficult, this section draws attention to the important contributions that ethical, religous, and historical approaches have made to understanding the reciprocal relationships between society and environment. These contributions range from scholars such as Aldo Leopold, Lynn White, and William Cronon to Vandana Shiva, Leonardo Boff, and Gregory Cajete.

Part III comprises views on undergraduate research in a broad disciplinary variety of disciplines. The section is structured within five subject clusters and a list of disciplines that do not match with the clustering. In general, we find examples of undergraduate research in any discipline. In some cases, as in psychology, undergraduate research had always been a (potential) component of the undergraduate curriculum. Therefore, undergraduate research doesn’t look new. In contrast, some university teachers, for instance in mathematics or law, are convinced that their discipline is too complicated to allow for undergraduate research. In the context of our handbook, by far the most common approach to undergraduate research is: just do research. When it comes to the implementation of undergraduate research, best practice arises with pioneering initiatives of engaged teachers or students and often results in organizational solutions, as in changed curricula, new research facilities, or a rethinking of research-based student–staff relationships.

Through a case study of a recent curricular expansion, this chapter details the potency of digital as a signifier of innovation and employability in contemporary higher education. Interviews with faculty and administrators at a research university in the US narrate the successful review and establishment of a new graduate program, resulting from the strategic choice of faculty to emphasize the digital as a substantive base of their new program. This chapter unpacks an example of digital disruption in teaching content—in the words of the individuals who designed and evaluating the program proposal. In this case, the digital was an attractive innovation to students, faculty, and administrators, particularly as it related to growing concerns around career preparation and labour market demands.

Chapter 6, “School of Hard Knocks: Illegal Education,” considers the second great intelligentsia occupation success: illegal underground education. From fall 1939, the Nazi General Government administration closed schools, universities, seminaries, and conservatories that served Polish students, arresting and imprisoning teachers and professors. This was a deliberate German attempt to control Poles in the long term and ensure German control over Lebensraum in the Polish space, since Nazi plans intended to utilize Poles as unskilled laborers and wanted to deprive them of education and the opportunity for social advancement. Warsaw University and city high schools re-formed underground, and “illegal” education taught pupils from childhood into their twenties. Studying initiated young people into underground political conspiracy, exposing them to great danger. It also kept teachers and professors employed and trained a new Polish intelligentsia to replace those killed in the genocidal campaigns of 1939-1940. As occupation continued, teaching and studying increasingly became the purview of Polish women as more and more Polish men turned to violent resistance. Despite draconian punishments, underground education was one of the most important successes of the occupation.