This article outlines what a successful artificial intelligence digital humanities (AI DH) curriculum entails and why it is so critical now. Artificial intelligence is rapidly reshaping our world and is poised to exacerbate long-standing crises including (1) the crisis of higher education and the humanities, (2) the lack of diversity, equity and inclusion (DEI) in computer science and technology fields and (3) the wider social and economic crises facilitated by new technologies. We outline a number of ways in which an AI DH curriculum offers concrete and impactful responses to these many crises. AI DH yields meaningful new avenues of research for the humanities and the humanistic social sciences, and offers new ways that higher education can better prepare students for the world into which they graduate. DEI metrics show how an AI DH curriculum can engage students traditionally underserved by conventional STEM courses. Finally, AI DH educates all students for civic engagement in order to address both the social and economic impacts of emerging AI technologies. This article provides an overview of an AI DH curriculum, the motivating theory behind design decisions, and a detailed look into two sample courses.
{"title":"The Crisis of Artificial Intelligence: A New Digital Humanities Curriculum for Human-Centred AI","authors":"Jon Chun, Katherine Elkins","doi":"10.3366/ijhac.2023.0310","DOIUrl":"https://doi.org/10.3366/ijhac.2023.0310","url":null,"abstract":"This article outlines what a successful artificial intelligence digital humanities (AI DH) curriculum entails and why it is so critical now. Artificial intelligence is rapidly reshaping our world and is poised to exacerbate long-standing crises including (1) the crisis of higher education and the humanities, (2) the lack of diversity, equity and inclusion (DEI) in computer science and technology fields and (3) the wider social and economic crises facilitated by new technologies. We outline a number of ways in which an AI DH curriculum offers concrete and impactful responses to these many crises. AI DH yields meaningful new avenues of research for the humanities and the humanistic social sciences, and offers new ways that higher education can better prepare students for the world into which they graduate. DEI metrics show how an AI DH curriculum can engage students traditionally underserved by conventional STEM courses. Finally, AI DH educates all students for civic engagement in order to address both the social and economic impacts of emerging AI technologies. This article provides an overview of an AI DH curriculum, the motivating theory behind design decisions, and a detailed look into two sample courses.","PeriodicalId":43506,"journal":{"name":"International Journal of Humanities and Arts Computing-A Journal of Digital Humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135663299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The rediscovery of Greek novels in Europe, in particular Heliodorus’ Aethiopica, together with its literary emulations by Lope de Vega or Miguel de Cervantes, had a deep impact in the renewal of motifs, fictional devices and character descriptions, for example the explicit or implicit presence of foreign languages or the predominance of female characters. The analysis seeks to quantitatively identify the multilingual character and the position of the female protagonists in novels using network analysis. We have approached both aspects from a twofold methodological perspective – first, using taxonomies that help to describe more precisely the concept of multilingualism for quantitative studies; second, making use of measures of centrality to locate the protagonist. Taking into consideration various network metrics together with the language attribution, we can compare the correlation between character importance and languages. The results validate the hypothesis that the novels show a strong thematization of foreign languages, but the female heroines fall behind their male counterparts in protagonism.
希腊小说在欧洲的重新发现，特别是Heliodorus的Aethiopica，以及Lope de Vega或Miguel de Cervantes的文学模仿，对主题，虚构手法和人物描述的更新产生了深远的影响，例如，显性或隐性的外语存在或女性角色的主导地位。本文试图运用网络分析方法定量地识别小说中女性主人公的多语言特征和地位。我们从两方面的方法论角度来探讨这两个方面——首先，使用有助于更准确地描述定量研究中多语言使用概念的分类法;第二，利用中心性的度量来定位主角。考虑到各种网络指标和语言归因，我们可以比较字符重要性与语言之间的相关性。研究结果证实了小说具有很强的外语主体性，但女主人公在主体性方面落后于男主人公的假设。
{"title":"Female Protagonism and Multilingualism in Spanish Byzantine Novels Analysed Using Character Networks","authors":"José Luis Losada Palenzuela","doi":"10.3366/ijhac.2023.0311","DOIUrl":"https://doi.org/10.3366/ijhac.2023.0311","url":null,"abstract":"The rediscovery of Greek novels in Europe, in particular Heliodorus’ Aethiopica, together with its literary emulations by Lope de Vega or Miguel de Cervantes, had a deep impact in the renewal of motifs, fictional devices and character descriptions, for example the explicit or implicit presence of foreign languages or the predominance of female characters. The analysis seeks to quantitatively identify the multilingual character and the position of the female protagonists in novels using network analysis. We have approached both aspects from a twofold methodological perspective – first, using taxonomies that help to describe more precisely the concept of multilingualism for quantitative studies; second, making use of measures of centrality to locate the protagonist. Taking into consideration various network metrics together with the language attribution, we can compare the correlation between character importance and languages. The results validate the hypothesis that the novels show a strong thematization of foreign languages, but the female heroines fall behind their male counterparts in protagonism.","PeriodicalId":43506,"journal":{"name":"International Journal of Humanities and Arts Computing-A Journal of Digital Humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135705756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This geographical information systems (GIS) reading of Cormac McCarthy’s Blood Meridian: Or the Evening Redness in the West (1985) provides a literary geography analysis that plots latitude and longitude coordinates in conjunction with Mikhail M. Bakhtin’s chronotopes of the Road, the Rabelaisian, the Petty-Bourgeois Provincial Town, the Threshold and the political cartography of the United States–Mexico border established by the 1849 Treaty of Guadalupe Hidalgo to map the emergence of an American Imperial chronotope. Blood Meridian is a fictionalized account of historical events carried out by the Glanton Gang, a band of mercenaries contracted by Governor Trias in 1849 to counter the threat of Apache raids in Chihuahua province, Mexico. Viewed through the lenses of a GIS/MAXQDA platform, Blood Meridian comes into focus as ‘cartographical novel’ illuminating its literary geography as a melange, spun from allusions to and spatial remediations of Classical, medieval and Indigenous mythologies. The GIS/MAXQDA platform frames Blood Meridian as deep chronotopic map that, in tracing the spiralling lifepath of its protagonist, the ‘Kid’, across the terra damnata of the American Southwest and northern Mexico, creates an analogy and spatial metaphor for the violent geographical teleology of US nineteenth-century westward expansion which unfolded between the 1830s and 1880s.
{"title":"<i>Blood Meridian's</i> Chronotopic Gates: Reading Cormac McCarthy through the Lens of a Literary-Historical GIS","authors":"Charles Travis","doi":"10.3366/ijhac.2023.0312","DOIUrl":"https://doi.org/10.3366/ijhac.2023.0312","url":null,"abstract":"This geographical information systems (GIS) reading of Cormac McCarthy’s Blood Meridian: Or the Evening Redness in the West (1985) provides a literary geography analysis that plots latitude and longitude coordinates in conjunction with Mikhail M. Bakhtin’s chronotopes of the Road, the Rabelaisian, the Petty-Bourgeois Provincial Town, the Threshold and the political cartography of the United States–Mexico border established by the 1849 Treaty of Guadalupe Hidalgo to map the emergence of an American Imperial chronotope. Blood Meridian is a fictionalized account of historical events carried out by the Glanton Gang, a band of mercenaries contracted by Governor Trias in 1849 to counter the threat of Apache raids in Chihuahua province, Mexico. Viewed through the lenses of a GIS/MAXQDA platform, Blood Meridian comes into focus as ‘cartographical novel’ illuminating its literary geography as a melange, spun from allusions to and spatial remediations of Classical, medieval and Indigenous mythologies. The GIS/MAXQDA platform frames Blood Meridian as deep chronotopic map that, in tracing the spiralling lifepath of its protagonist, the ‘Kid’, across the terra damnata of the American Southwest and northern Mexico, creates an analogy and spatial metaphor for the violent geographical teleology of US nineteenth-century westward expansion which unfolded between the 1830s and 1880s.","PeriodicalId":43506,"journal":{"name":"International Journal of Humanities and Arts Computing-A Journal of Digital Humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135705891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Digital humanities (DH) scholars have examined how feminist methodologies promote inclusive practices to value all stages of the development process. DH scholars can learn from feminist educators, however, about how to extend ‘cultures of care’ in DH learning spaces around feedback processes. Centring these feminist tenets, the Technology and Digital Humanities Lab at Newcomb Institute models strategies for how mentors in DH labs and classrooms can use digital tools to adapt during and beyond crises to intentionally build cultures of care and set up supportive spaces for giving and receiving feedback. During the COVID-19 pandemic interns use Zoom to conduct their weekly meetings. While others had a negative connotation with Zoom meetings, we found that the intentional use of the platform’s sharing features created opportunities to unify our community, permitting more discussion across peers when showing their work. Over time we tailored our Zoom use to create a hybrid feminist solidarity circle to meet DH students’ learning needs. We argue through adapting our use of digital tools like Zoom, primarily introduced as a crisis response, we better entrenched our feminist tenets of equitable collaboration by creating a process that encouraged students to seek feedback more openly and on their terms.
{"title":"From a Crisis Response to Feminist Talking Circles: Reconsidering Collaborative Feedback Practices in the Digital Humanities","authors":"Jacquelyne Thoni Howard, Rachel Tabor","doi":"10.3366/ijhac.2023.0308","DOIUrl":"https://doi.org/10.3366/ijhac.2023.0308","url":null,"abstract":"Digital humanities (DH) scholars have examined how feminist methodologies promote inclusive practices to value all stages of the development process. DH scholars can learn from feminist educators, however, about how to extend ‘cultures of care’ in DH learning spaces around feedback processes. Centring these feminist tenets, the Technology and Digital Humanities Lab at Newcomb Institute models strategies for how mentors in DH labs and classrooms can use digital tools to adapt during and beyond crises to intentionally build cultures of care and set up supportive spaces for giving and receiving feedback. During the COVID-19 pandemic interns use Zoom to conduct their weekly meetings. While others had a negative connotation with Zoom meetings, we found that the intentional use of the platform’s sharing features created opportunities to unify our community, permitting more discussion across peers when showing their work. Over time we tailored our Zoom use to create a hybrid feminist solidarity circle to meet DH students’ learning needs. We argue through adapting our use of digital tools like Zoom, primarily introduced as a crisis response, we better entrenched our feminist tenets of equitable collaboration by creating a process that encouraged students to seek feedback more openly and on their terms.","PeriodicalId":43506,"journal":{"name":"International Journal of Humanities and Arts Computing-A Journal of Digital Humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135662094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Notes on Contributors","authors":"","doi":"10.3366/ijhac.2023.0303","DOIUrl":"https://doi.org/10.3366/ijhac.2023.0303","url":null,"abstract":"","PeriodicalId":43506,"journal":{"name":"International Journal of Humanities and Arts Computing-A Journal of Digital Humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135706824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-08DOI: 10.57237/j.ha.2023.03.001
Shengyong Deng, Jianjun Liao
{"title":"Research on Healing Landscape and Horticultural Therapy Based on Bibliometric Methods","authors":"Shengyong Deng, Jianjun Liao","doi":"10.57237/j.ha.2023.03.001","DOIUrl":"https://doi.org/10.57237/j.ha.2023.03.001","url":null,"abstract":"","PeriodicalId":43506,"journal":{"name":"International Journal of Humanities and Arts Computing-A Journal of Digital Humanities","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85619721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-05DOI: 10.25082/ijah.2023.01.004
Noah Opeyemi Balogun
This study examines the intersection of popular music/culture, social movement and protest by analysing the numerous protest music produced and performed by Fela Anikulapo Kuti, Africa’s most iconic resistant artist of the twentieth century. It engages the core questions of right, injustice and inequality that have manifested in Africa/Nigeria’s underdevelopment since the Union Jack was lowered in 1960. It argues that Fela’s music did have obvious impact on Nigerian youth and the working class who attempted to revise or renegotiate their relationship with the Nigerian state. Yet, it posed hitherto unanswered questions of the changing meaning of social movement in relation to artistic production -- an aspect of peace studies that scholars have completely overlooked. It concludes that as people reconfigure social relations from one stage to another in their life, their engagement with the State and the social meaning attributed to social justice, which Fela’s music emphasised, also change. Thus, popular consciousness shaped by resistant music is not immutable to nonviolent social protest. Rather, it continued to change as individuals and groups reconstitute their relationship with the society, and as their social status transformed in accordance with the acquisition of better education, wealth/resources, among other significant elements that shape human’s consciousness.
{"title":"(Non)violent protest in Africa: Echoes and lessons from Fela Anikulapo Kuti","authors":"Noah Opeyemi Balogun","doi":"10.25082/ijah.2023.01.004","DOIUrl":"https://doi.org/10.25082/ijah.2023.01.004","url":null,"abstract":"This study examines the intersection of popular music/culture, social movement and protest by analysing the numerous protest music produced and performed by Fela Anikulapo Kuti, Africa’s most iconic resistant artist of the twentieth century. It engages the core questions of right, injustice and inequality that have manifested in Africa/Nigeria’s underdevelopment since the Union Jack was lowered in 1960. It argues that Fela’s music did have obvious impact on Nigerian youth and the working class who attempted to revise or renegotiate their relationship with the Nigerian state. Yet, it posed hitherto unanswered questions of the changing meaning of social movement in relation to artistic production -- an aspect of peace studies that scholars have completely overlooked. It concludes that as people reconfigure social relations from one stage to another in their life, their engagement with the State and the social meaning attributed to social justice, which Fela’s music emphasised, also change. Thus, popular consciousness shaped by resistant music is not immutable to nonviolent social protest. Rather, it continued to change as individuals and groups reconstitute their relationship with the society, and as their social status transformed in accordance with the acquisition of better education, wealth/resources, among other significant elements that shape human’s consciousness.","PeriodicalId":43506,"journal":{"name":"International Journal of Humanities and Arts Computing-A Journal of Digital Humanities","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72419136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to review the literature on art education and its impact on creativity and critical thinking skills. The study examines various sources to understand how art education contributes to the development of these skills and how it can be integrated into traditional educational practices. The study majorly used secondary sources to gather information. The findings suggest that art education enhances creativity and critical thinking by encouraging expressive and cognitive skills. Furthermore, the study highlights the importance of integrating art education into the curriculum to foster creativity and critical thinking skills in students. Overall, this research emphasizes the value of art education in promoting these crucial skills for students' academic and personal growth. In conclusion, this review of literature provides evidence for the positive impact of art education on the development of creativity and critical thinking skills. It underscores the importance of incorporating art education in educational curricula to foster these essential skills in individuals. The findings of this study have implications for policy-makers, educators, and researchers in understanding the potential of art education in promoting creativity and critical thinking in individuals of all ages.
{"title":"Art Education and its Impact on Creativity and Critical Thinking Skills: A Review literature","authors":"Dickson Lukaka","doi":"10.61424/ijah.v1i1.15","DOIUrl":"https://doi.org/10.61424/ijah.v1i1.15","url":null,"abstract":"This study aims to review the literature on art education and its impact on creativity and critical thinking skills. The study examines various sources to understand how art education contributes to the development of these skills and how it can be integrated into traditional educational practices. The study majorly used secondary sources to gather information. The findings suggest that art education enhances creativity and critical thinking by encouraging expressive and cognitive skills. Furthermore, the study highlights the importance of integrating art education into the curriculum to foster creativity and critical thinking skills in students. Overall, this research emphasizes the value of art education in promoting these crucial skills for students' academic and personal growth. In conclusion, this review of literature provides evidence for the positive impact of art education on the development of creativity and critical thinking skills. It underscores the importance of incorporating art education in educational curricula to foster these essential skills in individuals. The findings of this study have implications for policy-makers, educators, and researchers in understanding the potential of art education in promoting creativity and critical thinking in individuals of all ages.","PeriodicalId":43506,"journal":{"name":"International Journal of Humanities and Arts Computing-A Journal of Digital Humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135497304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-29DOI: 10.57237/j.ha.2023.02.002
Juan Gong, Ai Zhou, Fengxia Mao
{"title":"An Analysis of Character Dialogue and Rhetorical Devices in the Film \"<i>To Live</i>\"","authors":"Juan Gong, Ai Zhou, Fengxia Mao","doi":"10.57237/j.ha.2023.02.002","DOIUrl":"https://doi.org/10.57237/j.ha.2023.02.002","url":null,"abstract":"","PeriodicalId":43506,"journal":{"name":"International Journal of Humanities and Arts Computing-A Journal of Digital Humanities","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75827984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There has been much discussion in the field of education concerning the differences between teaching based on the educator and teaching centered on the student. One of the main points of contention is that teaching should be student-centered. The claim that more student-centered instruction and less focus on the teacher is one of the most contentious aspects of the debate. Every tactic has unique advantages and disadvantages that cannot be had with any other approach. "Teacher-centered instruction" is a term that describes the educational approach that is sometimes referred to as "traditional education" by itself. The stage of learning in which the instructor acts as both the principal figure of authority and the primary source of information for the students enrolled in a particular class. On the other hand, learning focused on the student stimulates students to take an active part in the independent research that they perform by pushing them to concentrate on their requirements. This is because learning centered on the student encourages students to learn about themselves. In this investigation, comparison and contrast of these two approaches have been examined, and an attempt has been made to enumerate the advantages of each potential choice.
{"title":"The Teacher-Centered and the Student-Centered: A Comparison of Two Approaches","authors":"Zanyar Nathir Ghafar","doi":"10.61424/ijah.v1i1.7","DOIUrl":"https://doi.org/10.61424/ijah.v1i1.7","url":null,"abstract":"There has been much discussion in the field of education concerning the differences between teaching based on the educator and teaching centered on the student. One of the main points of contention is that teaching should be student-centered. The claim that more student-centered instruction and less focus on the teacher is one of the most contentious aspects of the debate. Every tactic has unique advantages and disadvantages that cannot be had with any other approach. \"Teacher-centered instruction\" is a term that describes the educational approach that is sometimes referred to as \"traditional education\" by itself. The stage of learning in which the instructor acts as both the principal figure of authority and the primary source of information for the students enrolled in a particular class. On the other hand, learning focused on the student stimulates students to take an active part in the independent research that they perform by pushing them to concentrate on their requirements. This is because learning centered on the student encourages students to learn about themselves. In this investigation, comparison and contrast of these two approaches have been examined, and an attempt has been made to enumerate the advantages of each potential choice.","PeriodicalId":43506,"journal":{"name":"International Journal of Humanities and Arts Computing-A Journal of Digital Humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135354234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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