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School:Philosophy

'A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain projects for developing learning resources.'

According to Cicero (Tusculan Disputations V, III, 8), when Pythagoras was once asked who philosophers were, he replied that life seemed to him to resemble the games in the Olympic festival: some men sought glory, others to buy and sell at the games, and some men had come neither for gain nor applause, but for the sake of the spectacle and to understand what was done and how it was done. In the same way, in life, some are slaves of ambition or money, but others are interested in understanding life itself. These give themselves the name of philosophers (lovers of wisdom), and they value the contemplation and discovery of nature beyond all other pursuits.

Welcome
Welcome to the School of Philosophy. Philosophy is essentially the study of those questions for which science has not given us an answer. But ideally philosophy may question meaning and "love of wisdom". Philosophy concerns itself with such issues as the nature of reality, the existence of a higher power, ethics, logic, and the question of what we can really know. If there is a historical period of philosophy, a particular philosopher, or a school of thought that you think should be covered here, and isn't, please feel free to create a page for it, add whatever content you can, and link to it from within the appropriate department.

Departmental Outline of Philosophical Topics
Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the Topic: namespace. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the Naming Conventions. Note: there are additional philosophy pages that need to be imported from Wikibooks.

 * Initial Questions
 * Stoic Philosophy
 * Analytic Philosophy
 * Philosophy of Art
 * The History of Western Philosophy
 * Philosophy of Happiness

By-Laws (Draft)
The scope of the department of philosophy is discussion of an array of philosophical topics at various levels of competence; the development of competent, accessible expositions on a wide array of philosophical topics (the topics discussed shall be at least reflective of current philosophical thought and any topics out of the mainstream shall be required to include any charitable mainstream critiques of the topic), the development of a comprehensive listing of philosophical resources on the internet, the development of a departmental forum for the discussion and debate of policy, content, community.

The department of philosophy aims for the highest quality philosophical forums and resources in the world. Community shall be the highest priority of this department. Everyone is encouraged to contribute to departmental discussion and exposition. All that is required for successful contribution is compliance with policy. Policy can only encourage accessibility and clarity of content. Policy shall not censor any viewpoints. Members may discuss critiques of any views. By allowing critique, exposition facilitate expositions which are neutral.

Expositions shall be aimed at level typically expected of students at the tertiary level. Learners of any age and skill level can utilize discussion groups. If any particular exposition leads to any questions, the department encourages the learner to post all questions on the skill-level appropriate discussion group--as a community we will respond to questions.

Mission Statement

 * 1) To have fun
 * 2) To create and maintain a comprehensive resource for the study of philosophy
 * 3) To go about edits in an orderly fashion
 * 4) To develop and enforce quality standards
 * 5) To develop and maintain a community of passionate learners
 * 6) To educate about best practices when editing
 * 7) To acquire wisdom

Rules

 * 1) Participants shall maintain academic civility in all communication
 * 2) Be bold!
 * 3) Demand justification for all decisions
 * 4) Always look for and voice objections
 * 5) Be charitable when representing or responding to other's views

Courses
Beginner Level
 * Discussion: Beginner and Intermediate

Intermediate Level
 * 51a: Aristotle
 * PHIL 101 Introduction to Philosophy
 * 305: Introduction to Logic
 * 320: Ancient
 * 321: Early Modern
 * 322: Introduction to Metaphysics
 * 323: Introduction to Epistemology
 * 234.1: Introduction to Ethical Theory
 * 234.2: Introduction to Applied Ethical Theory

Advanced Studies
 * Major Canonical Philosophers: Plato, Aristotle, and Kant
 * 18th and 19th Century Philosophy
 * 20th Century Philosophy
 * Contemporary Ethical Theory
 * Contemporary Metaphysics
 * Contemporary Epistemology
 * 20th Century Aristotelian Analytics

Note: Areas are available for the beginner and intermediate competency levels. Your edits in  any area of advanced studies  shall reflect an awareness of the departmental by-laws, history of philosophy, meta-philosophy, and major trends in contemporary philosophy.

Discussion: Ethics

Discussion: Metaphysics

Discussion: Epistemology

Discussion: Proposals for a New Discussion Topic in Advanced Studies

Miscellaneous Topics in Philosophy and Related Areas
 * PHIL 391.1 Nonkilling Philosophy
 * PHIL 391.2 Nonkilling Anthropology
 * PHIL 391.3 Nonkilling Linguistics
 * Sciences

Learning Projects
 * Western Philosophy: A History (under construction)
 * Angel oracle
 * Buddha oracle
 * I Ching oracle

Learning Resources
Miscellaneous
 * Undergraduate Student Philosophy Journals
 * Historical Introduction to Philosophy - This is an Introduction to Philosophy course designed by the students of Mesa State College. It is constructed from a historical/topical view point.  Please click the above link to access our project.

Canonical Texts

I propose that the following list be doubled so as to include an external link where the reading material may be found online for free. If this list cannot be made so, perhaps an additional list should be compiled. This would make it much easier to 'get started.' Thanks!

General

 * Either/Or, by Søren Kierkegaard
 * Fear and Trembling, by Søren Kierkegaard
 * Philosophical Fragments, by Søren Kierkegaard
 * The Sickness Unto Death, by Søren Kierkegaard
 * An Essay Concerning Human Understanding, by John Locke
 * Cartesian Meditations: An Introduction to Phenomenology, by Edmund Husserl
 * Being and Time, by Martin Heidegger
 * Philosophical analysis in the 20th century, volumes I and II by Scott Soames.
 * Sophie's World, by Jostein Gaarder
 * The Gospel According to Larry, by Janet Tashjian
 * Are You a Machine, by Eliezer Sternberg
 * The Concept of Mind, by Gilbert Ryle
 * Dialogues Concerning Natural Religion, by David Hume
 * Five Dialogues - Euthyphro, Apology, Crito, Meno, Phaedo, by Plato
 * An Introduction to Metaphysics, by Henri Bergson
 * Symposium, by Plato
 * The Republic, by Plato
 * De Anima, by Aristotle
 * Three Dialogues between Hylas and Philonous, by George Berkeley
 * On the Advantage and Disadvantage of History for Life, by Friedrich Nietzsche
 * Meditations on First Philosophy, by Rene Descartes
 * Tractatus Logico-Philosophicus, by Ludwig Wittgenstein
 * An Enquiry Concerning Human Understanding,by David Hume
 * Freedom Evolves, by Daniel Dennett
 * Skeptical Essays, by Bertrand Russell
 * Being and Nothingness, by Jean-Paul Sartre
 * The Myth of Sisyphus, by Albert Camus
 * History of Western Philosophy, by Bertrand Russell
 * A History of Philosophy, by Copleston, Frederick, (1946-1975). Great Britain: Continuum International Publishing Group. ISBN 0-8264-6948-5.
 * The Problems of Philosophy, by Bertrand Russell
 * No Exit, by Jean-Paul Sartre
 * Nausea, by Jean-Paul Sartre
 * The Rebel, by Albert Camus
 * The Stranger, by Albert Camus
 * Thus Spoke Zarathustra, by Friedrich Nietzsche
 * Candide, by Voltaire
 * Critique of Pure Reason, by Immanuel Kant
 * The Laws, by Marcus Tullius Cicero
 * Civil Disobedience, by Henry David Thoreau
 * Notes From the Underground, by Fyodor Dostoevsky
 * Discourse on the Origin of Inequality, by Jean Jacques Rousseau
 * Phaedrus, by Plato
 * Zen and the Art of Motorcycle Maintenance, by Robert M. Pirsig
 * Meno, by Plato

Departmental Message Board

 * Philosophy Department message board
 * Who is who in the Philosophy Department

List of Philosophical Resources on Internet
This is the gateway for information about the courses and philosophy in general. We hope that its size and scope will increase dramatically as participation in the School increases. We welcome input from all philosophies and philosophers.
 * The Library

This is a synopsis of theories and ideas during the development of philosophy over time.
 * Philosophy Dictionary of Arguments

Active participants
The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed).

 * User:dchmelik 26 November 2017.
 * Since 4 November 2011 with Logic --Marshallsumter (discuss • contribs) 04:10, 21 January 2020 (UTC)

Inactive participants

 * executivezen
 * Richmac
 * Juan Maiz
 * Pedmands | talk
 * Princessportent
 * Mystictim
 * Loop
 * DErnestWachter, email:[mailto:dewnada@icloud.com dewnada@icloud.com]

 * liftyrfists
 * Markc 10:56, 16 February 2007 (UTC)
 * Nannus
 * Dionysios
 * johnkecops
 * Anderswohin 16.08.07
 * jjlearner
 * Hadi Jaafar April 03, 2008
 * Chocoman
 * xTHExONEx1
 * Daniel Jones

 * asaashok
 * Spock of Vulcan 01:09, 1 January 2011 (UTC)
 * User:GermanGamboaJr
 * L1ght5h0w

School news

 * 1 October 2014: Philosophy lecture started!
 * 8 March 2013: Theory lecture started!
 * 4 November 2011: Logic lecture started!
 * 2 November 2008: Metaphysics lecture started!
 * 6 July 2007: Knowledge lecture started!
 * 21 February 2007: Ethics lecture started!
 * 16 February 2007: Epistemology lecture started!
 * 24 September 2006: Philosophy message board started

title: School:Philosophy


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School talk:Philosophy

Wekk I would be prepared to write something about the history of continental philosphy, from Nietzsche to Badiou.== Updates ==

Suggestions
Let's face it, nothing like a functioning wikiversity will exist for a long, long time. The whole project was premature. Perhaps however we can offer something to the interested layman. I am thinking we should make a reading list.

 * I strongly disagree. I believe that the Wikiversity classes might have been premature (but they still might have been an interesting experiment). However, these and other experiments led to a discussion about whether Wikiversity belonged in Wikibooks which, in turn, was quite a put-off for people working here at Wikiversity, I believe. As far as I have seen, these discussions have brought the content of Wikiversity to a stand-still. However, much of the material in wikiversity was within the wikibooks policy (textbooks, notes and reading lists). (Alex beta 18:30, 30 April 2006 (UTC))

Metaphysics, epistemology, the philosophy of science, normative ethics, the philosophy of language, the philosophy of religion and the philosophy of mind are missing. I would suggest that these things are an absolute minimum for this to be taken seriously as an introduction to philosophy.

Moving the Introduction to Philosophy
Perhaps the Introduction to Philosophy at the top of the School of Philosophy should be moved to the contents list. (Alex beta 15:31, 23 December 2006 (UTC))

Errors (Typos, Factual Mistakes, Etc)
why is there no spell checker built in editor? Asaashok 18:58, 28 September 2008 (UTC)

Voting
I am not sure if this is on topic, but I think it is, as it concerns the future of this department. Please vote yes on the Wikiversity proposal, there's no point doing anything unless it's passed.

 * I am not sure that I agree, although it is true that I have not contributed (except for minor edits) since I read that the Wikiversity was on Votes for Deletion. It currently seems improbable that we will reach two thirds of the votes by the first of November. If this is the case, and Wikiversity does not get its own Wiki, you might want to consider voting "Keep" on the Votes for deletion/Wikiversity page. (Alex beta 12:13, 21 October 2005 (UTC))

Alex's Awaiting
I have been awaiting the birth of the school of philosophy in wikiversity for some time. So far, no one has dared to set down a few stepping stones for the rest of us. I suspect that part of the problem is that "What is philosophy?" is itself a philosophical question, and it is perhaps difficult to find the right words to give someone a sense of the kind of investigation we are involved in. (Alex beta 22:05, 15 Sep 2004 (UTC))

Alex's Looking
I have checked the main pages of a couple of schools and found that the structure of the page is usually a list of courses on offer, some links to books and external resources, and some way to ask for help. In our case, it will be useful to create a list of resources freely available (For example, Kant's Critique of Pure Reason or Wittgenstein's Tractatus are in the public domain and can be found on the internet). I would also suggest the creation of some introductory courses: The History of Ancient Philosophy, Introduction to Philosophical Reasoning, Logic and so on... I would love to start to work on the Logic course if it is possible to coordinate a small group of volunteers in order to save this school from a speedy deletion. Some suggestions on how to organise some way to ask for help would be appreciated. (Is there anyone else out there?) (Alex beta 22:37, 15 Sep 2004 (UTC))

 * I would start with the Pre-Socratics moving up to Plato then Aristotle. Before Plato, philosophy and science were one and the same, where the basic drive was to understand the natural world and life itself. Thales, was one, Heraclitus another. Heraclitus was the one who observed that "you can never step into the same river twice." Plato (I believe) represented the first systematic or "dialectic" (and he literally used dialogs) approach to reaching a state of truth about something. The field of philosphy today (like many other disciplines) is riven with specialization. There are branches, for example, that deal exclusively with areas of biomedical ethics. The best approach would be an historical one for starters, to lay the foundation. -CL

 * Thanks for answering. I agree. The history of ancient philosophy is probably a good introduction to philosophy. I will add it to the list of courses and try to write something in the next few days.

I find your comment "philosophy and science were one and the same" very interesting. It is true that there was no clear distinction between the two in Pre-Socratic thought. However, their method of enquiry could hardly be identified with what we consider science nowadays, but their search for the ultimate origin (Arché) of the Cosmos can be considered genuinely philosophical by our standards. (Alex beta 19:32, 24 Sep 2004 (UTC))

Deleting comments on the discussion page
Is it OK to delete these comments on the discussion page? Some of them are obsolete. Does anyone know the policies in reference to this? (Alex beta 15:16, 23 December 2006 (UTC))

First Year Logic
Hello. I may be able to help put some kind of first-year logic course together, but I'm not going to do it all myself. --publunch 23:26, 18 Oct 2004 (UTC) i could help

For the spanish-speaking
Estoy en correspondencia con Gustavo Bueno Sánchez, Coordinador del Proyecto Filosofía en Español (pfe arroba filosofia punto org). Se muestra dispuesto a colaborar con nosotros. Si alguien de aquí quiere coordinarse con ellos, seguro que puede salir algo productivo. -- 4lex 09:44, 16 Nov 2004 (UTC)

Objectivism
I Noticed that the outline of the philosophy main page is not very organized. I would like to recommend that we reorganize it in several groups. introduction to Philosophy, Schools of philosophy, types of philosophy (Metaphysics, epistemology,ethics,aesthetics,politics,etc.), philosophy through history, and finally the philosophers themselves. Also under the schools of philosophy, I would be willing to create a section entirely devoted to objectivism. I know a great deal about Objectivism and its creator Ayn Rand and would love to teach it. Judging from what I see on the main page, my concern now is where I would put such a thing. Any comments?

School of Philosophy on Wikiversity

 * Department of Philosophy I've started a Department of Philosophy on Wikiversity. Koavf 17:36, 20 August 2006 (UTC)

Classical Philosophy
Please make sure that Greek and Latin Philosophy are coordinated with the School of Classics, or at least inform them of the classes so that they can benefit from them, as well. The Jade Knight 02:07, 13 October 2006 (UTC)

MIT OpenCouseWare 24.00 Problems of Philosophy, Fall 2005
Well, since things have ostensibly stoped moving forward here. I'm going to start going through MITs OpenCouseWare [24.00 Problems of Philosophy, Fall 2005]. Not to take anything away from this project but I'm not getting anywhere with the sparse framwork that is in place at the moment. Hopefully whilst going through the coursework over there I can contribute something back here. It would be nice to interact with some other people going the same route though. If anyone is interested in working along please throw up a message on my talk page. There's an board that MIT links to for discussions on the projects, but it seems to be dead as well. RichMac 02:07, 21 October 2006 (UTC)

Ayn Rand
Am I allowed to post here? Sorry, if not.

I suggest you, for credibility's sake, not teach Ayn Rand or list "Philosophy: Who Needs It?" on the reading list. There is a reason she is not taken seriously by most academicians. She was a clever ranter, but a very poor philosopher (or pseudo-philosopher). 68.158.121.123 02:55, 16 November 2007 (UTC)
 * I think it would be great to have a learning project that explores Randian "philosophy"....you could participate and present your negative views. Maybe there could be a more general project that explores differences between the views of academic philosophers and the rest of us. --JWSchmidt 04:53, 16 November 2007 (UTC)

confused about how the course system works
Hello everyone i’m very sorry if i’m not suppose to post here i’m not sure where too i'm not very use to wiki editing but I think this is a good place to ask the department a question and I’d love it if I got some responses. i'm confused about how the course system works, there are reading lists, and things like that could you please tell my the curriculum, or what your suppose to do as a student? Really anything that would help me better understand all this. I am very interested in learning I just don't know how or where to start.

Thanks a ton Wikilife, 05:14, 9 March 2008
 * Hi Wikilife, there is a section called Where to start, which might help. I like especially this comment: "The best place to start is by asking yourself why you came here..." In general it is recommendable to do what you prefer, we are a wiki. So just be bold. A curriculum might be there or not and even if so, it is just a suggestion.
 * Perhaps it is also so, that people from this school are also in vacation or alike ? You could e.g. find out, if you go to the peoples userpage (see list) and on their user page on the left navigation bar called "toolbox" there is the link to: User contributions - with this you can see when the users last edit was done.
 * If you have any more questions (and surely there are always), please feel free to ask. Erkan Yilmaz Wikiversity:Chat  09:55, 9 March 2008 (UTC)

Thanks A ton Erkan you have been very helpful Wikilife

a school to work with Philosophy and Nonkilling studies
I have created an esoteric Pythagorean-Platonic section of this school: Ahimsa Academy. Some of you will like the idea; a few of of you may think it is pointless; a few of you might not like it or (hopefully not) think it should be deleted. It is modelled after the Philosophy school page, because the Academy picture is appropriate, and certainly because I like most of the courses posted here so far. However, we should look at some of the science schools and Wikimedia science project and portal pages for ways to improve the layout and efficiency of the Philosophy schools.--Dchmelik 09:05, 6 April 2009 (UTC)

 * Indented line Why do the topics of Ahimsa Academy need a new section?(Matousekd 21:56, 23 October 2010 (UTC))

Hey
I'm new to Wikiversity. How active is the School of Philosophy?

(Matousekd 21:48, 23 October 2010 (UTC))

 * Hi! I'm pretty new here too. As far as I can tell, a lot of the schools are not very active. But we can help change that. :) So if there's a topic within philosophy that you know a lot about, please help build up the courses! Spock of Vulcan 15:57, 15 November 2010 (UTC)

Course List
The Department of philosophy's has a short course list. Any suggestions? Matousekd 20:12, 29 October 2010 (UTC)

Ethical theory
I know a fair bit about ethics, so I should be able to develop some of the ethics courses. :) I'm just learning about the whole structure of this site a bit first. I'm an editor on Wikipedia, but this site is more different than I expected. Hopefully I can get on that soon! I could probably work on applied ethics as well. Spock of Vulcan 16:04, 15 November 2010 (UTC)

Organization
So, we've got some big organizational issues here. I finally figured out how everything is supposed to be organized, at least. My biggest question is this: What's up with Topic:Philosophy? That means that there is a department of philosophy within the school of philosophy, which isn't in itself a problem if it's where there will be lessons talking about philosophy in general, or something like that. But it isn't even linked to from this page right now, and all the links on it are to Wikipedia pages, not lessons. Also, this school's main page is really confusing. So I'm gonna work on that a bit. If anyone else who works on this school has any issues with stuff I change, or if I step on any toes, please feel free to educate me. :) I'm still pretty new to Wikiversity. Hopefully we can all work together and get this school looking as good as a school of philosophy should. Happy learning! Spock of Vulcan 23:45, 15 November 2010 (UTC)

Wow
Just dropping by to say that this is such a cool school. Keep up the good work! Heartwarming (discuss • contribs) 02:49, 27 December 2015 (UTC)

But, what is philosophy in the end? What we dope out when we are bored?
Please see the theme.
 * That's part of it, sure. It's also a love of wisdom. —Justin ( koavf ) ❤T☮C☺M☯ 04:31, 20 November 2016 (UTC)
 * Or, something to think about after a good meal and a pint of dark ale! The kind you can't see through! --Marshallsumter (discuss • contribs) 00:15, 21 November 2016 (UTC)

Suggesting Oxford’s Free Introduction to Philosophy: Stream 41 Lectures as a resource
The freely available courses at Oxford’s Free Introduction to Philosophy can be a useful resource for students and course developers. --Lbeaumont (discuss • contribs) 14:58, 30 May 2020 (UTC)

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

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Portal:Literary Studies/Reading lists

Reading Lists for the School of Literature & English Studies

 * /English Literature - Read and discuss/ - participants form discussion groups
 * /English Literature - Read and write/ - participants read and then write essays

Collaborators

 * ...Alexander Tirk

Fiction

 * Major Authors
 * Louisa May Alcott
 * Margaret Atwood
 * Jane Austen
 * James Baldwin
 * Ray Bradbury
 * Anne Bronte
 * Charlotte Bronte
 * Emily Bronte
 * William S. Burroughs
 * Willa Cather
 * Michael Chabon
 * Raymond Chandler
 * Kate Chopin
 * James Fenimore Cooper
 * Philip K. Dick
 * Ralph Waldo Emerson
 * Ralph Ellison
 * James Ellroy
 * William Faulkner
 * F. Scott Fitzgerald
 * William Gaddis
 * William H. Gass
 * Charlotte Perkins Gilman
 * Nathaniel Hawthorne
 * Robert Heinlen
 * Joseph Heller
 * Ernest Hemingway
 * Frank Herbert
 * Aldous Huxley
 * Henry James
 * James Joyce
 * John Kennedy O'Toole
 * Jack Kerouac
 * Ken Kesey
 * Ursula LeGuin
 * Doris Lessing
 * Sinclair Lewis
 * Jack London
 * Herman Melville
 * Arthur Miller
 * Henry Miller
 * George Orwell
 * Edgar Allan Poe
 * Thomas Pynchon
 * Ayn Rand
 * Tom Robbins
 * Richard Russo
 * J.D. Salinger
 * William Shakespeare
 * Gertrude Stein
 * John Steinbeck
 * Lawrence Sterne
 * Henry David Thoreau
 * Mark Twain
 * William T. Vollmann
 * Kurt Vonnegut
 * David Foster Wallace
 * Robert Penn Warren
 * Edith Wharton
 * Jeanette Winterson

 * Important Works
 * The Age of Innocence
 * Amazing Adventures of Kavalier & Clay
 * Atlas Shrugged
 * Big Sur
 * Cannery Row
 * Catch 22
 * Catcher in the Rye
 * Confederacy of Dunces
 * Demon Box
 * Dr. Sax
 * Dune
 * East of Eden
 * Elmer Gantry
 * Empire Falls
 * Fahrenheit 451
 * For Whom the Bell Tolls
 * Hamlet
 * the Handmaid's Tale
 * Herland
 * Infinite Jest
 * Invisible Man
 * Kings Blood Royal
 * Last of the Mohicans
 * the Lathe of Heaven
 * LIttle Women
 * Look Homeward, Angel
 * Lost Horizon
 * Main Street
 * Memoirs of a Survivor
 * Moby Dick
 * My Antonia
 * Naked Lunch
 * Neuromancer
 * Nineteen Eighty-Four
 * Pride and Prejudice
 * Of Mice and Men
 * One Flew Over the Cuckoo's Nest
 * On The Road
 * the Song of the Lark
 * Stranger in a Strange Land
 * The Beautiful and Damned
 * The Grapes of Wrath
 * The Great Gatsby
 * The Lord of the Flies
 * The Love of the Last Tycoon
 * The Martian Chronicles
 * The Old Man and the Sea
 * The Recognitions
 * The Rosy Crucifixion
 * The Satanic Verses
 * Sense and Sensibility
 * Sexing the Cherry
 * The Sun Also Rises
 * The Winter's Tale
 * Things Fall Apart
 * The Town and the City
 * This Side of Paradise
 * To Kill a Mockingbird
 * Tortilla Flat
 * Walden
 * The Yellow Wallpaper

Poetry

 * Major Poets
 * John Ashberry
 * John Berryman
 * E.E. Cummings
 * Emily Dickinson
 * John Donne
 * Thomas Stearns Eliot
 * Ralph Waldo Emerson
 * Robert Frost
 * Langston Hughes
 * Kenneth Koch
 * Henry Wadsworth Longfellow
 * Frank O'Hara
 * Sylvia Plath
 * Ted Hughes
 * W. H. Auden
 * Edgar Allan Poe
 * Ezra Pound
 * Anne Sexton
 * Wallace Stevens
 * Dylan Thomas
 * Walt Whitman

Major Authors and Works in Languages other than English
Ancient -- for a more extensive list, please visit the Classics Department

 * Chuang Chou, Chuang Tzu
 * Gilgamesh
 * Homer: the Iliad and the Odyssey
 * Plato: The Apology of Socrates
 * Sappho: lyric poetry
 * Tu Fu: lyric poetry

Early Modern/The Renaissance -- Prose and Drama
 * Boccaccio: **The Decameron: Folktale Collection
 * Calderon: Life is a Dream
 * Castiglione: the Book of the Courtier
 * Geoffrey Chaucer: **The Canterbury Tales
 * Dante: the Divine Comedy
 * Marguerite de Navarre: the Heptameron
 * Sei Shonagon: The Pillow Book
 * The Arabian Nights: Folktale Collection

The 18th Century -- Prose and Drama
 * Basho: The Narrow Road to the Interior
 * Goethe: the Sorrows of young Werther
 * Laclos: Les Liaisons Dangereuses
 * Montesquieu: the Persian Letters
 * Jean Jacques Rousseau: the Confessions, the Social Contract: the Discourse on Inequality
 * Voltaire: Candide, Micromegas, the Ingenu

The 19th Century -- Prose and Drama
 * Goethe: Elective Affinities, Faust
 * Victor Hugo: Notre Dame de Paris, Les Miserables
 * Ibsen: The Doll's House, Hedda Gabler, The Wild Duck
 * John Ruskin: **Sesame and Lilies
 * George Sand: the Intimate Journal

Major 20th Century writers -- Prose and Drama
 * Tadeusz Borowski: This way for the Gas, Ladies and Gentlemen
 * Calvino: Cosmicomics
 * Albert Camus: The Stranger, The Fall, The Plague
 * Colette: The Vagabond, Cheri, Gigi
 * Marguerite Duras: Hiroshima, mon Amour
 * Gunther Grass: The Tin Drum
 * Elfriede Jelinek: The Piano Teacher
 * Franz Kafka: The Trial, The Castle, The Metamorphosis
 * Kazantzakis: The Last Temptation of Christ
 * Haruki Murakami: The Windup Bird Chronicle
 * Marjane Satrapi: Persepolis

Poets

 * Akhmatova
 * Seamus Heaney
 * Mahadeviakka
 * Mirabai
 * Rilke
 * Rumi
 * Szymborska
 * William Butler Yeats
 * Pablo Neruda

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Portal talk:Literary Studies/Reading lists

Should all of these authors and titles perhaps be linked to their Wikipedia entries? --70.144.39.144 16:02, 24 Apr 2005 (UTC)
 * I think so, not to mention that both works and authors should be arranged in alphabetical order...or perhaps in chronological order.--ThatNateGuy 01:12, 25 Apr 2005 (UTC)

Are there no major authors who are women?

Cleanup
I added the links and sorted them by alphabetic order. I didn't double check the links (I was hoping that the wiki would do that for me). --Gryn 01:31, 23 August 2005 (UTC)

??
Whomever is doing this, ROCK ON!!!

I've been dying to get at this list and add some good stuff in and (GASP!) ALPHABETIZE IT! Good work those of you who are working on this list! Atrivedi

wow. a long list of authors and poets and only one is a woman. what's wrong with this picture?

here come the chicas...--Smithgrrl 04:00, 30 August 2006 (UTC)

Perhaps as a title, 'fiction' is a bit vague? I mean the three categories are really prose, poetry and drama, and fiction is more a subcategory of prose?

Hey, this is a REALLY GOOD list! To those who are working on this list - YOU GUYS ARE AWESOME! CARRY ON! --User:Scorpio


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Search techniques

Purpose of searching: Find path to desired Goal State from all future states possible.

Uninformed search
Uninformed search, also called blind search or unguided search, is a class of general purpose search algorithms that operate in a brute-force way. The term 'uninformed'means that they have no additional information about states beyond that provides in the problem definition.These algorithms can be applied to a variety of search problems, since they don't take into account the target problem.

Breadth-first search
Breadth- first sear
 * Each level (or depth) of the search tree is explored before expanding its nodes to search their children. Breadth- first search is a simple strategy in which the root node is expanded first, then all the successors of the root node are expanded next, then their successors and so on..
 * Uses a FIFO QUEUE
 * Advantage: Simple to implement
 * Disadvantage: Heavy memory requirements

Depth-first search

 * Drills deep into the hierarchy, exploring one lineage until it reaches the child/leaf node with no successors (or it's goal, of course).
 * Advantage: Improves on the memory requirements by deleting entire line once explored.
 * Disadvantage: Potential to run into infinitely deep search path (non-complete)

Depth-limited search

 * Depth-first search with a limit on the depth.
 * Depth- first search always expands the deepest node in the current fringe of the search tree.
 * Mitigates infinite depth path of Depth-first search by cutting the tree on the limit depth.
 * Will fail to reach goal if goal resides deeper than depth limit.

Iterative deepening depth-first search

 * Performs iterations of depth-limited searches with increasing depth limits.
 * Advantage: Unlike normal depth-first search and depth-limited search, it is complete. It also does this without greatly increasing the expected runtime.

Bidirectional search
2.Less time complexity.
 * Searches from initial state to last state and also from the last state to initial state, stopping when the two searches meet at a node in between (or when found the goal state).
 * Advantage: 1.Time and memory requirements good, comparatively
 * Disadvantage: Not always feasible, or possible, to search backward through possible states.

Informed search

 * If information is available about the problem this could guide the search (for example in finding the shortest route in a map: information about distances between places on map).
 * Information is put in an evaluation function f(n) to be able to give a value to each state.
 * Sometimes a heuristic function h(n) is used to guess the value if the information isn't perfect.

(Greed) best-first search

 * Define f(n) to be the distance to the goal (Or a good guess to the goal h(n), then f(n)=h(n)).
 * Expand child with lowest f(n) value.
 * advantage:
 * Disadvantage: Does not always find the shortest path to the goal.

A* (A star) search

 * Define f(n) to be the distance to the current state plus the expected distance to the goal: f(n) = g(n) + h(n).
 * h(n) must be an admissible heuristic, ie it doesn't overestimate the distance to the goal.
 * Expand child with lowest f(n) value.
 * Advantage: Always finds most optimal solution.

Self Guided Projects on Search Techniques

 * 1) Uninformed Search Project - Make a program that can help Homer Simpson find his way around Springfield
 * 2) Simulated Annealing and Gradient Descent - Use simulated annealing to find the correct placement of baby lizards in a nursery so that they can't eat each other

title: Search techniques


text:
Interdisciplinary linguistics

Most of the stuff below needs to go into subcategories; the Computational Linguistics page needs to be moved into a learning resource in the Department of Linguistics ASAP.

Computational Linguistics
An interdisciplinary field dealing with the statistical and logical modeling of natural language from a computational perspective. This modeling is not limited to any particular field of linguistics.

There are two major purposes of computational linguistics:
 * 1) To help linguists study natural languages more easily
 * 2) To make it possible for ordinary people to use natural language when using a computer

Computational linguists often use large bodies of digitized text or speech called corpora as a basis for teaching computer programs the proper use of a language, or to compare the use of a language in one context to it's use in another context. This is also called corpus linguistics.

Some of the practical uses of computational linguistics include:
 * Speech recognition
 * Speech production
 * Machine translation
 * Improvements to data mining, including  search engine design.

See Also: computational linguistics

title: Interdisciplinary linguistics


text:
Topic talk:History of linguistics

All material from Wikibooks has been moved either here, to Portal:Linguistics, or into the pages and subcategories of Category:Linguistics. Linguistics is listed as a school at Schools, so stop redirecting it to a topic page. --JWSchmidt 00:37, 4 September 2006 (UTC)
 * This page was made into a more specific topic for School:Linguistics. --JWSchmidt 00:49, 4 September 2006 (UTC)

title: Topic talk:History of linguistics


text:
Talk:Introduction to German

Can we do two things here:
 * 1) Make it into a stream, as suggested on Naming_conventions
 * 2) Move most of this content into a unit (and maybe even a lesson inside it).

 * Sounds good. --HappyCamper 20:03, 1 October 2006 (UTC)

Wikibooks!
Please try to use material from Wikibooks rather than recreating verb charts, etc., from scratch. There's a wealth of material already available that you can use for this project. Take advantage of it! The Jade Knight 15:53, 15 October 2006 (UTC)

Interlingual collaboration
Please see the new additions to Wikiversity translations.

Check this out: We may need to coordinate Language divisions. Agree? Disagree? Don't care? CQ 22:18, 30 November 2006 (UTC)
 * Topic:Spanish
 * Topic:English
 * Topic:German
 * Topic:Chinese
 * Topic:Portugese
 * Topic:Dutch
 * Topic:French
 * Topic:Korean
 * Topic:Russian
 * Topic:Swedish
 * Topic:Romanian
 * Topic:Kurdish
 * Topic:Italian
 * Topic:Polish

How can I help?
I have to admit that this is the first time I've tried to do anything on any of the Wiki projects. But, I'm an unemployed American in Dresden, Germany with a degree in German and am naturally game to help here in any way I can. I wanted to help with the German section as "tuition" for the math I'm trying to learn. The question is, I don't know how all this is being coordinated or what I can offer. But, like I said, I'm game to jump in.

STCrowley 06:39, 18 January 2007 (UTC)

Hi, i'mstudying for a languages degree (German and spanish) and i'll help in any way i can - i'm hoping somebody will clear up whther this is all a coordinated effort or not for me!! Regards Markc 23:58, 15 February 2007 (UTC)

 * Here's the thing: Wikiversity is a relatively new project...the idea is, we want to build online learning communities around educational materials. I'd like to learn German myself, so maybe if we can set up a little page for say, writing exercises, that would be neat. We can also make audio clips. --HappyCamper 00:11, 16 February 2007 (UTC)

Let's get some organisation going
Okay, so I'm pretty new around here. As in, I just created my account five minutes ago. I'd classify my German at conversational proficiency; but I'm by no means fluent. I've been working on wikis for quite a while (same username on Wikipedia-EN, Wikipedia-DE, Wikipedia-ES, Wiktionary, Wikiquote...), but I just joined up here. Anyway, I was wondering what the best way to get some organisation in this topic would be. Should it be organised by how advanced each lesson is? Should it be organised by topics - like, what you'd need to make small talk, or what you'd need in an emergency, etcetera? Maybe a combination of both, with the major lessons organised by how advanced they are, and then additional vocabulary lists organised by topic. What do you think the best way to learn/teach a language is? I've always found it easiest to jump right in and learn new words and phrases, and worry about grammar as I go along. But that may well just be me. So, thoughts and opinions? Let's get this project going!

I'm going to go look around for libre material to use here. Maybe I'll put it in a group of subpages under my userpage. Let me know if there's anything in particular that I can do! Elcisitiak 01:35, 23 March 2007 (UTC)
 * I would recommend basing lessons around the German Wikibook. It's free, award-winning, and also easy to integrate (and look at that cover)!  The Jade Knight 09:49, 23 March 2007 (UTC)

Lessons
I assume that most of the visitors would be glad to see lessons here, instead of this mess. This article could be the main page for German material, I can write some introductory lessons, but it just doesn't fit anywhere in this mess. Gdivos 19:25, 24 March 2007 (UTC)

Topc:German ready to go
Hey everybody, this page looked a bit of a mess (and like not much was happening), so I decided to go ahead and create topic and stream pages. See them at German stream and Topic:German. I'm going to move the relevant parts of this page across tomorrow or this week sometime, then start working on some lessons.

Thanks, Aaron AaronRichard 12:00, 10 April 2007 (UTC)

The word spread
We (some users from de.wikiversity) need help by the translation of the word "spread" in the context of spreadfirefox. One of us thought that spread mean something like the german words "bekannt machen" ("advertise, advertise, publicize, publish") and so he made on de.wikiversity a page with name "Spread Wikiversity". Now is our question, is that correct or can that be misunderstood?

I ask here, because I hope that on a talk page like this I found an nativ speaker that understand our problem and can help us.

-- MichaelFrey 16:16, 26 June 2007 (UTC)

Alphabet "Pronunciation"
Maybe I'm being picky, but I don't think the letters B, C, D, and all others that rhyme in German rhyme with the English word "Bay". That sound is more /eɪ/ when the German letters are more /e/. I think it's misleading to tell a new learner that they sound like the English "ay" when it's really more like "eh". I'm going to change them and if someone wants to add IPA to help that could work.74.129.182.66 07:49, 4 July 2007 (UTC)

 * To my ears, /e/ is also an -ay sound. /ɛ/, on the other hand, is "eh".  The Jade Knight 09:45, 4 July 2007 (UTC)

 * Well I'm sorry, but it's wrong. English -ay is /eɪ/. There needs to be a transcription or at least a note that shows that the final /ɪ/ is not there. It doesn't matter how it sounds to your ears. It matters what the official sound is and how it's represented in IPA.74.129.182.66 15:52, 5 July 2007 (UTC)

 * There is no "official" sound in English for -ay (English has no "official" sounds—with dozens of countries which have English as an official language, each of them with their own particular pronunciations, there is no "official" English pronunciation for anything). And I pronounce -ay as /e/ most of the time, and /eɪ/ only some of the time (particularly during "slow speech"—ie, deliberate enunciation).  In English, /ɛ/ is the "eh" sound, as in "bed" and "dead".  And I'm willing to bet that the vast majority of English speakers would associate /e/ with -ay (as in "bay") more than with -eh (as in "bed").  The Jade Knight 23:36, 5 July 2007 (UTC)

 * According to http://en.wikipedia.org/wiki/IPA_chart_for_english the -ay in "bay" is /eɪ/ in all but Australian English. This would be wrong to teach students because German lacks the /eɪ/ sound. There's really no /e/ sound in any dialect but Australian "bed" and although "eh" would sound like /ɛ/ in most (if not all) dialects, using "eh" here clarifies the ambiguity between /eɪ/ and /e/. If you use -ay that makes it seem like it's intended to be a diphthong which would be very misleading. It's better to use -eh and have them think of the Canadian "eh?" If you would like to go through and add IPA to each letter then be my guest. Unfortunately not everyone knows IPA and this website is intended to be a learning guide. 74.129.182.66 16:56, 8 July 2007 (UTC)

 * The "general American" dialect mentioned there is that of Midwestern US English, which is giving way to Western US English, which is the dialect I speak. The simplication of /eɪ/ to /e/ is a growing trend in the West, as recent linguistic studies show.  In Western American minds, at least, /e:/ sounds more like /eɪ/ than like /ɛ/.  "Eh" sounds like /eɪ/ only when used as an interjection (per Canadian usage).  The rest of the time it makes an /ɛ/ sound (consider the words "heh" and "meh").  BTW, Canadian "eh" is pronounced /eɪ/, not /e:/ (and so if you're intending -eh to sound like the Canadian, you're trying to get a pronunciation identical to -ay).  When an English speaker reads "geh" as a pronunciation guide, they're going to think that it rhymes with meh in English (/mɛ/), which is further away from the right sound (/ge:/)to American ears than /geɪ/ would be.  Teaching Americans that German /e:/ sounds like /ɛ/ would be particularly unhelpful—/ɛ/ and /e:/ are a minimal pair in German, and you're bound to just confuse people by doing it how you are.  You'll notice that the alphabet page at  uses -ay (and not -eh) to portray the pronunciation of the German alphabet.  The Jade Knight 01:16, 9 July 2007 (UTC)

 * Better than a diphthong. People aren't stupid. -eh remains. Oh, and your "about.com" page is crap. It doesn't show that z is "tset" instead of "zet" and it incorrectly shows ö as being "ooh". C is "tseh" not "say". It also has i as "eeh" when it should be "ee". About.com copies Wikipedia all the time anyway. It's a crap website in general.RedAugust 17:45, 14 July 2007 (UTC)

 * But you also suggested the people use the German Wikibook. If you look there (and I'm sure you'd trust it more than About.com) you'll see that it uses -eh also. http://en.wikibooks.org/wiki/German/Appendices/Alphabet#The_Alphabet RedAugust 18:04, 14 July 2007 (UTC)

 * You are being rude. The about.com page is not mine.  Nor did I suggest that people are stupid.  However, the current pronunciation guide is going to be confusing and misleading for most speakers of American English.  Additionally, you may wish to notice that until half a year ago, the -ay spellings were used on the German Wikibook, and had been there for years.  One anonymous editor evidently liked "-eh" more.  However, this same user then added in incorrect pronunciation for the German letters, saying that they are pronounced with /ɛ/ instead of /e:/.  As such, its existence on the Wikibooks page doesn't much support your case.  Perhaps the best thing to do is simply to give the audio for each letter, and the German name for it (Omniglot.com, for example, gives the native Name, not an English approximation).  The Jade Knight 19:24, 14 July 2007 (UTC)

 * The term "yours" was used to draw attention to the fact that you suggested it, not that you created it. Either way About.com is wrong. Do you have a German textbook on-hand? I seem to recall mine having -eh in it (first year... forever ago). If you don't like it, I'm sorry... it is more æsthetically pleasing and it doesn't give room to create a diphthong. For your benefit and the benefit of anyone else who may be confused, I'll include that the pronounciation of "-eh" should be /eː/ or (and this is true in some dialects) /ɛ/. Argument over.

 * That still doesn't really solve the problem. What would be best is to include the German name written in German, with sound clips.  Then there will be no chance at confusion.  IPA is good, but what you have there now is going to mislead more than help.  New learners don't particularly want to have the accent of "some dialects" that would make them sound affected.  When you teach a new student French, you don't teach them Québécois, for example.  The Jade Knight 22:57, 16 July 2007 (UTC)
 * As it is, the whole section already reduplicates Wikibooks. It would likely be better to simply have people go to Wikibooks and use the examples there (which include audio).  The Jade Knight 22:59, 16 July 2007 (UTC)

Why are you extensively discussing this instead of changing it? As it is I've been the only one to make any progress on this. I like the way it is. Nobody I know who has never spoken German or even knows what the IPA is had any problems pronouncing these letters correctly with the transcription provided. If you feel sound clips are in order you can add them yourself. Quit being a child about it. RedAugust 23:17, 19 July 2007 (UTC)
 * Please stop with the ad-hominem attacks and other rudeness. I would like to recommend that you spend some time reviewing Civility carefully before responding again.  Since sound clips already exist at Wikiversity, I am going to recommend that we remove this section (which is entirely redundant with the material at Wikiversity) and replace it with a link to the appropriate Wikiversity page, which also includes IPA (which is lacking here).  Anyone opposed?  Or perhaps you think I should simply be bold and make the change without discussing it first, RedAugust?  The Jade Knight 04:27, 20 July 2007 (UTC)

I feel like removing this argument from this page altogether (if that's ok with you). I don't have time for this anyway.RedAugust 03:34, 26 July 2007 (UTC)
 * Short of archiving, it's generally not ok to remove material from talk pages. If you have no objections, however, then I'll go about implementing the change I have just suggested.  The Jade Knight 05:42, 26 July 2007 (UTC)
 * At this point I could care less. This has become a waste of my time. RedAugust 23:19, 27 July 2007 (UTC)

title: Talk:Introduction to German


text:
User:Dovi

See my user page at English Wikisource | my talk page.

-

דף המשתמש שלי בוויקיטקסט עברית | דף השיחה.

-

de:Benutzer:Dovi

title: User:Dovi


text: Category:Portuguese

title: Category:Portuguese


text: Category:German

title: Category:German


text:
User:TimNelson

Comment style
If you want to use comments like mine, just put: 0

Here's are the parameters:

 * 1) Indent level (cm)
 * 2) Subject line
 * 3) Username (use ~ )
 * 4) Message body

Later

 * If people seem to like my reorg of learning resources (see idea on naming conventions talk page), write some more boilerplate

When we get our own bot like Pearle

 * See is we can make a Community Portal, like the one at Wikipedia -- there's already one at Community Portal, but it could be improved once there's a bit more content
 * The main thing we need is a To Do list, and for that, we need a page like Community Portal/Opentask, for which we need the Pearle bot; when this is done, go on from there

When I have time

 * Help_with_the_migration_of_Wikiversity_pages_from_Wikibooks

When things are more settled
Most of these are waiting on the settling of the Learning projects boilerplate. I'm hoping to put the Disclosures stuff on there if that policy is approved.

 * School:Language and Literature
 * Go throughout and do the following:
 * Use the new version of Template:Learning project boilerplate as the basis for Learning Projects
 * While doing this, in Topic:Literary Studies, everywhere that I put down the Faculty as Arts, put it down as Humanities instead
 * Also fix the course codes (Hopefully naming conventions will have settled by then; not waiting on Learning project boilerplate)
 * When we figure out what lesson boilerplate is, do the following to the lessons in Web Writing
 * Insert boilerplate
 * Categorise (including pages moved from Wikibooks)

title: User:TimNelson


text:
School:Architecture

Welcome to the Wikiversity School of Architecture

This page is a gathering point for learning projects and materials about architecture. Like other Wikiversity schools, it is not organized like a conventional architecture school, but rather a starting point for new learning resources and learning projects. You'll have a better idea of what the Wikiversity is -- and is not -- by reading the Scope page.

We welcome you to The School of Architecture, whether simply out of curiosity, or having something specific to learn, share or to teach. Browse through the material presented here and do not hesitate to make additions or corrections.

Architecture is one of the traditional Fine Arts, and has existed since the beginnings of recorded time. Architecture is both a science and a craft. The discipline of architecture covers a broad spectrum of fields, including Art, Science, and Engineering, as well as History, Geography and Sociology. If you plan to become an architect, you will need skills in all those domains. The traditional teaching of architecture is always found at the intersection of these disciplines, and this Wikiversity school is a chance to bring these connections to a higher level. You can learn more about architecture by reading the Introduction to Architecture.

The opportunity to teach and learn architecture online is unprecedented. Historically, some of the best-known architects in the world, such as Filippo Brunelleschi, Frank Lloyd Wright and Tadao Ando have been self-taught, and this School of Architecture, like other Wikiversity Schools, aims to be a place for the development and exploration of new ways to teach and learn architecture. Here you are free to learn, to teach -- or even better, to teach and learn at the same time. The Wikiversity has several tools to assist you in this endeavor, including learning projects, learning resources, and collaborative learning communities. Non-traditional Learning Projects that are oriented towards learning about conventional course subjects are encouraged within Wikiversity. That is what everyone is welcome to do here.

The learning material presented here is divided in divisions and departments, listing current learning projects related to this architecture school, and courses/learning material, that lists more conventional material and other open educational resources.

Divisions and departments
Divisions and Departments of the School reside in the Topic: namespace. If you would like to start a new department, start its name with the "Topic:" prefix. Departments and divisions link to learning materials and learning projects. Divisions can link to subdivisions or to departments. For more information on schools, divisions and departments and how to find your way in all this, read the Naming Conventions.
 * Experimental Architectural Design Lab
 * Architectural rendering
 * Architectural engineering
 * Naval architecture
 * Building Science

Courses/learning material
This section contains material specifically written for this school, as well as pages shared by other schools or even Wikipedia articles. If you find material in other parts of the wiki universe that would suit well here, feel free to add it below.

Basic
 * Introduction to Architecture
 * The profession of Architect
 * Understanding the Environment
 * History of Architecture
 * Theory of Architecture
 * Introduction to Computer Aided Drafting
 * Introduction to Structural Systems
 * Introduction to Building Services and Environmental Systems
 * Architectural Design
 * Management
 * Basic Bibliography

Intermediate
 * Environment and Landscape Design
 * Building Construction Techniques
 * Advanced Architectural Design

Advanced
 * Sustainable Design in Architecture
 * Architectural Materials Standards and Specifications
 * Professional Practice in Architecture
 * Project, Construction and Design Management
 * Practice Management

Additional Concepts and Categories
 * Description of Utopia from Wikipedia
 * List of architects from Wikipedia
 * Reading group

Active participants
The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name alphabetically here - your name may be removed if you are inactive for long periods(this can help small schools grow and the participants communicate better; for large schools it is not needed). Please use your username and not a company name as this can be construed as advertising.

Thanks to all participants!

 * Since 27 February 2013 with Philosophy/Sciences --Marshallsumter (discuss • contribs) 19:42, 30 March 2018 (UTC)!

Things you can do!

 * Clean up Draft:Professional practice in architecture and move it to become a subpage of a supporting main page learning project.
 * Clean up Draft:Proof of technology and move it to become a subpage of a supporting main page learning project.

Online Courses

 * So you want to be an architect? - an excellent series of video introductions to architecture by Doug Patt
 * MIT architecture opencourseware - free course material from the MIT Arch School
 * MIT 4.125 Architecture Studio: Building in Landscapes - a series of video lectures from the MIT

Architecture News and Online Communities

 * ArchDaily - Daily articles on architecture projects
 * ArchiSage - An architecure social network
 * Architizer - Another social network for architects
 * ArchTracker - Architecture news
 * ARCHnetwork - Architecture news

Related Links

 * The building that uses solar glass...
 * The floating cities that could one day house climate change refugees

el:Σχολή:Πολυτεχνική Departamento de Arquitectura fr:Département:Architecture it:Facoltà:Architettura pt:Portal:Arquitetura e Urbanismo

title: School:Architecture


text:
School talk:Architecture

continuation ?
Just clicking through and it appears you haven't continued with this project since July of 2005. I hope you plan to continue as this looks to be an interesting project. --Mfinney 15:31, 19 February 2006 (UTC)

an alternative route?
I hope that there will be some progress in this course - it would be great if it would be recognised by a professional body such as Royal Institute of British Architects (RIBA

The thing is, in some countries, notably Ireland, a majority of students who want to study architecture cannot get a study place in schools of architecture such asDublin Institute of Technology University College Dublin University of Limerick. One of the reasons is, that these universities demand student fees that very few can afford. The other reason is, that these schools of architecture demand academic requirements which are nearly impossible to attain. Courses in architecture are open only to those students that achieve more than 530 out of 600 marks on their final secondary school examinations (Leaving certificate) Only 2% of all students that sit these examinations attain such grades. In my opinion, this system of selection is extremely unfair, because it leaves many people of an opportunity to apply their talents and abilities for the benefit of industry, economy, prosperity and ultimately, mankind.

So I think that it is a brilliant idea on behalf of Wikiversity to introduce an architecture course which does not require any academic standards or fees whatsoever. It will offer an opportunity for many people to study something that they actually want to study.

Yuri 11:10, 20 February 2006 (UTC)Yuri Vladimirovich, Ireland

The difficulty of online architecture education.
First, I want to make it clear that I think this is a worthy project. Making architectural education available to all people benefits the world. My opinion, however, is that no one should get up hopes of this ever helping an individual towards licensure in their local jurisdiction because in most countries, even the accredited and long-standing brick and morter institutions pump out more graduates of architecture than the market can bear. The purpose, then, of a free online architecture school should be aim primarily at the enthusiast, those who simply love architecture. If one wishes to practice architecture, however, they need to check their local government's requirements for licensing and figure out what course of education at which schools and firms (internships) would be necessary. -deiv, Christiansburg, Virginia

Online architecture learning
Probably many years will pass before a wiki course can give you some kind of diploma. But, you can imagine that, in a less distant future, a wiki architecture course could become so good that you will be able to study at home, by yourself, and go to your country's department of education just to pass the exams? They would give you the diploma, but you would learn here. This looks very possible to me, when you look at the quality that the normal wikipedia can achieve. Imagine having all the good architects the world has contributing to an architecture course? Almost too beautiful to believe...--Yorik 22:55, 14 March 2007 (UTC)
 * see also FAQ and your hope that others join in the effort to create a good learning resource is very wonderful. Others can then use this open educational resources, Erkan Yilmaz uses the Chat (try) 10:40, 20 July 2008 (UTC)

cleaning of main page
What about cleaning a bit the main page? I'm thinking of making a bit clearer, cleaning a bit the lower parts (from active participants and after), that have things that are getting old, and maybe changing the front image from time to time to show some top recent architectural realizations, in other words make it more attractive to newcomers. Anyone knows if there is a wiki way to do that, like automatic rotation of images? --Yorik 17:34, 5 September 2008 (UTC)
 * Feel free to improve it. About auto rotation: it is possible (see main page). Let me ask around, Erkan Yilmaz uses the Chat (try) 10:37, 6 September 2008 (UTC)
 * Help desk, Erkan Yilmaz uses the Chat (try) 20:23, 6 September 2008 (UTC)

title: School talk:Architecture


text:
User:Hillgentleman

__NOINDEX__ I prefer to listen. I try not to repeat what I say. If I am not answering your questions or comments, you may find the answer in my previous comments.

de:Benutzer:Hillgentleman el:Χρήστης:Hillgentleman es:Usuario:Hillgentleman fr:Utilisateur:Hillgentleman it:Utente:Hillgentleman

title: User:Hillgentleman


text:
User:Hillgentleman/p1

_

title: User:Hillgentleman/p1


text:
Template:Stream boilerplate

Purpose of the
Major: If all units in this stream are completed, it will be the equivalent of a Major

Minor: If all units up to level X in this stream are completed, it will be the equivalent of a Minor

Units in the
...
 * Course code: Unit name

title: Template:Stream boilerplate


text:
Template talk:Stream boilerplate

More information
While naming units or streams, see Naming_conventions

title: Template talk:Stream boilerplate


text:
Wikiversity:Degree boilerplate

The suggested plan for a degree are:

 * A total of A units
 * At least B units must be second year level or above
 * At least C units must be third year level or above
 * At least D units must be from the faculty of E
 * All the units in the Core stream must be completed
 * All the units in at least one other stream must be completed

Streams

 * Core

title: Wikiversity:Degree boilerplate


text:
Wikiversity talk:Degree boilerplate

Please keep in mind that this is a Degree plan. Wikiversity is not a degree-granting institution.

title: Wikiversity talk:Degree boilerplate


text: File:Sles new.jpg

title: File:Sles new.jpg


text:
Talk:Rhetoric and Composition I

Discussion
Okay, I've started the thing. What I'm thinking now is that we should decide our outcomes and discuss our writing pedagogy on this page. We will use modes, etc. We could make several syllabi emphasizing different approaches--for instance, one could be "Personal Writing Syllabi" that focused on personal writer, or perhaps we could have "themes" such as "Cultural Studies Syllabi" that exposed students to more readings about culture. It's really wide open at this point. At some point, we'll start a wikibook called Rhetoric and Composition and organize that for use in these courses.--Mattbarton.exe 14:20, 27 Apr 2005 (UTC)

WOW!!!
Totally dig what you've done! Don't quit! Make sure you go list yourself in the SLES faculty!!!!

Atrivedi

title: Talk:Rhetoric and Composition I


text:
Rhetoric and Composition I

Literary Studies >

Please see Template_talk:Unit_boilerplate for more information.

Unit Summary

 * Course code: ALTU101
 * Suggested Prerequisites: High school english
 * Time investment:
 * Assessment suggestions:
 * Faculty: Arts
 * School: School:Language and Literature
 * Department: Topic:Literary Studies
 * Stream
 * Level: First year undergraduate

Content summary
Welcome to English 1101: Rhetoric and Composition I. This course will prepare you for academic writing in college. You will learn the skills required to be an effective college writer. You will learn to think rhetorically and thereby tailor your writing to accommodate your audience and the context in which your writing will be read and evaluated. You will learn the formal process of planning, drafting, editing, reviewing, and revising. You will learn how to examine sentences to see how you can make them clearer and/or more persuasive.

This course will include information about research; however, English 1102: Rhetoric and Composition II is intended to provide a more complete introduction to research. English 1101 is more concerned with the fundamental concepts of focus, development, organization, style, and academic conventions. Understanding these concepts is a prerequisite to English 1102.

Intended outcome
This course will help you refine four vital skills necessary for a good job in today's economy: Abstraction, System Thinking, Experimentation, and Collaboration. Instead of learning rules or formulas, you will develop your own methods and define a methodology. You will not always know everything you need to know before starting a project--you must learn along the way, adapting what you have learned to address new projects. Instead of working alone, you will work others to manage projects. You will learn how to provide evidence for your arguments and present them in an innovative and effective manner to your colleagues and professional audiences. This course will prepare you for argument and research-based writing in all academic settings. You will compose multiple drafts with careful revision and editing and complete numerous style exercises to sharpen your editorial skills.

Unit materials

 * Study guide:

Other sample syllabi
Use these syllabi and course schedules to help you plan your progress through this course. Teachers are invited to copy and adapt these syllabi for use in their writing classes.

 * Matt Barton's English 191 Syllabus
 * Matt Barton's English 191 Schedule

Texts

 * Rhetoric and Composition (incomplete please help)

title: Rhetoric and Composition I


text:
Web Writing

Topic:Literary Studies > (Please see Template talk:Unit boilerplate for more information.)

Unit Summary

 * Course code: ALTU???
 * Suggested Prerequisites: Basic knowledge of coding, web design, and advanced writing courses.
 * Time investment:
 * Assessment suggestions:
 * Faculty: Arts
 * School: School:Language and Literature
 * Department: Topic:Literary Studies
 * Stream
 * Level: Third year undergraduate
 * Level: Third year undergraduate

Lessons

 * Lesson 1: /Introduction/
 * Lesson 2: /Blogs/
 * Lesson 3: /Wikis/
 * Lesson 4: /Computer Based Literature/

title: Web Writing


text:
Introduction to Creative Writing

Literary Studies >

Please see Template_talk:Unit_boilerplate for more information.

Unit Summary

 * Course code: LS 375CR
 * Suggested Prerequisites:
 * No Prerequisites; however, a desire to write is recommended!
 * Time investment:
 * Assessment suggestions: In this course, students could submit a piece each week from a variety of genres. Students will also be encouraged to read a variety of writers and write reviews of them
 * Faculty: Arts
 * School: School:Language and Literature
 * Department: Topic:Literary Studies
 * Stream Creative Writing
 * Level:

Intended outcome
The aims of the module are to engage with and develop an understanding of contemporary and traditional texts, including their formal and ideological character and the impact they have had on audience and culture. Such an understanding should be developed alongside an appreciation of the methods for the research and creation of a text, and thus enable the student to produce a substantial and informed portfolio of critical and creative writing. Writing should be studied in the context that produces it and the need it fulfills.

Unit materials

 * Study guide:

Texts
Texts are required on a week by week basis. Most content is available online, however, it is recommended that a public library is used to obtain the materials required for this course.

Lessons
This course is designed to teach students what stimulate the creative process as they create their own pieces of creative writing. It is recommended that students use Rhetoric and Composition as a guide to review and improve technical aspects of their writing.

Assignments
Assignments are described below in the week by week syllabus.

Week one

 * Read Allen Ginsberg's America and write a short review (500 words).
 * Rewrite or reimagine the opening to be submitted (on the course talk page) for discussion in relation to this text.

Week two

 * Read T.S. Eliot's The Love Song of J. Alfred Prufrock and write a short review (500 words).
 * Submit one poem of your own devising and consider how it contrasts with Prufrock.
 * Further information on T. S. Eliot can be found in the T. S. Eliot course.

Week three

 * Read Angela Carter's The Passion of New Eve and write a short review (500 words).
 * Submit a short introduction to postmodernism, researched independently, or a short piece of creative writing exploring the themes and/or techniques of postmodern theory.

Week four

 * Read Salman Rushdie's The Satanic Verses and explore the controversy that surrounded it.
 * Submit an essay/article on what you understand of postcolonialism and/or the social climate in which Rushdie's novel was written and received. Alternatively, consider the relationship between creative writing and the market(s) it reaches.

Week five

 * Read Jeff Noon's Vurt and watch Pulp Fiction. Consider the use of non-linear narrative, unreliable narrator, drug-use, crime, violence, sexuality, loss and desire.
 * Submit for discussion a short extract of writing influenced by both or either of these texts, in any genre or style, or a detailed plan of a longer work (e.g. a novel or film), including motifs, structure and characters, which reflects the formal elements of either text.

Week six

 * Watch Legend (Ultimate Edition)/Director's Cut and read Book 1 of The Faerie Queene. Consider the use of traditional storytelling techniques in comparison to contemporary texts.
 * Prepare EITHER: a short analysis of the film, its structure, its characterisation and the effect of these upon the audience; a comparison of the film and poem for discussion amongst your peers; OR an argued consideration of whether a text like The Faerie Queene could/should be written now and what implications this has or would have on modern literature.

Week seven

 * Read Hunter S. Thompson's Fear and Loathing in Las Vegas and research the theory behind Gonzo journalism
 * Submit a piece on the subject of autobiography, Gonzo journalism and/or truth and its un/importance in contemporary literature.

Week eight

 * Read Confessions of an English Opium-Eater and watch Trainspotting. Consider it in comparison to Fear and Loathing in Las Vegas.
 * EITHER write a comparison of the three texts and they way they present reality, truth, addiction, perspective or any other theme you consider appropriate; OR rewrite one scene or section from either Confessions or Trainspotting, to adapt it for another audience or genre.

Week nine

 * Read Book 1 of The Illuminatus! Trilogy.
 * Write a short review (500 words).
 * Submit EITHER: a verse rewrite of one chapter; a piece on the use of comedy and generic convention in the text; OR a comparison between this text and any other on the module.

Week ten

 * Plan and create a piece of prose, poetry, journalism, scriptwriting or other writing-for-purpose, with a short commentary on your intentions for the text.
 * Submit the plan, text and commentary for group discussion, considering the other texts you have encountered on the programme and their literary and cultural impact.

title: Introduction to Creative Writing


text:
T. S. Eliot

Literary Studies >

Please see Template_talk:Unit_boilerplate for more information.

Unit Summary

 * Course code: ALTU???
 * Suggested Prerequisites:
 * Time investment:
 * Assessment suggestions:
 * Faculty: Arts
 * School: School:Language and Literature
 * Department: Topic:Literary Studies
 * Stream
 * Level:
 * Level:

Content summary
The communication of the dead is tongued with fire beyond the language of the living - T.S Eliot, Little Gidding

If you have any questions please bring them up in the discussion area, I would be happy to talk them over. Would someone please run a search for typos?

This course carries with it possibly the strangest assignment you will ever be given. Examine the sensual in ways you never have before. Follow specks of light, trace the patterns of sound cars make as they go past in your mind. In addition, find beautiful places and sit and look at them. Also, think, critically consider everything you experience, analyse the culture around you, consider the motivations people have for doing everything.

The course has with it supplementary material, mostly reading. The choices are selected to try to help you understand T.S Eliot and his poetry, they do not all immediately connect with the reading they are attached to, but as a whole, if considered carefully, will give you insight not only into the soul and writings of T.S Eliot, but also into the soul of humankind. I would appreciate persons knowledgeable about non western traditions to post equivalent literature from traditions they understand ( i.e Buddhist and Hindu texts, etc.) into these sections.

Papers in this course will not be marked, nevertheless it is recommended for your own sake that you complete them, they add far greater depth to the experience and enhance your writing skills. In addition, they might even help you find things about yourself, your life and your philosophy you never knew before. To find the readings online, as well as invaluable essays and study aids, look in the resources section.

Unit materials

 * Study guide:

Assignments
(Poetic reading assingments should be read out loud if possible)

Key questions
Does our society allow us a voice?

Read
"The Love Song of J Alfred Prufrock". Read all biographical materials provided ( and more if you can find some).

Write

 * Write a paper, try to include the following aspects of the poem ( if they interest you)

The use of rhyme in the first verse

The fragmentary nature of the poem

The themes of isolation and impotencency it brings up

The surreal images it uses ( i.e "I have measured out my life with coffee spoons).

Try to understand the purpose for every element of the poem.

 * Write a poem inspired in some way by "The love song of Alfred J Prufrock" ( even if the inspiration is that you hate the poem!)

Supplementary reading
Fear and trembling by Soren Kierkegaard.

Key questions
What are the future directions of modern society

Read
"The Waste Land"

Write
One poem and one essay, as before. Let your essay be informed by the resources I have posted at the bottom of the page.

Supplementary reading
Sections of beyond good and evil by Nietzsche (enter an internet search to find).

Key questions
What makes life meaningful, is modern life not as meaningful as it should be?

Read
"The Hollow Men"

Write
One poem and one essay, as before. Let your essay be informed by the resources I have posted at the bottom of the page.

Supplementary material
Browse sections of Max Weber's "The protestant work ethic and the rise of capitalism."

Key questions
What is change? How does it effect mankind?

Read
"Burnt Norton"

Write
One poem and one essay, as before. Let your essay be informed by the resources I have posted at the bottom of the page. There's no supplementary material this week because I'd like you to try something more daring, write a long poem.

Key questions
What does death mean to you?

Read
"East Coker"

Write
One poem and one essay, as before. Let your essay be informed by the resources I have posted at the bottom of the page.

Supplementary material
The triumph of life by Shelley.

Key questions
What are things we cannot deny?

Read
"The Dry Salvages"

Write
One poem and one essay, as before. Let your essay be informed by the resources I have posted at the bottom of the page.

Supplementary material
View a copy of the artwork "The Scream" ( enter a search) read some material and interpretation of it if possible.

Key questions
What would it be like to experience something you cannot describe, or to find yourself suddenly find your postion in the great cosmic scheme of things ( if there were such a thing).

Read
"Little Gidding"

Write
One poem and one essay, as before. Let your essay be informed by the resources I have posted at the bottom of the page.

Supplementary reading
Some of the works of St John of the cross ( enter a search).

Key questions
If life goes on an on, humankind largely unchanged, If so few of us reach a point of spirtual fufilment, what can the ordinary people do? What would make your life more meaningful?

Read
"Murder in the Cathedral"

Write
One poem and one essay, as before. Let your essay be informed by the resources I have posted at the bottom of the page.

Suplementary reading
The Book of Ecclesiastes

Sum up
What have you learned? Has it changed you as a person? Why not write a poem or an essay about it? Or even a short story? Are you glad you took the course? T.S Eliot won the nobel prize for liteature, would you have awarded it to him?

Biography
http://en.wikipedia.org/wiki/T._S._Eliot An introduction to T.S Eliot the man.

http://www.english.uiuc.edu/maps/poets/a_f/eliot/life.htm- An more in depth introduction

On Eliot and his work
http://www.sparknotes.com/poetry/eliot/ A simple concise introduction to the poetry of T.S Eliot.

http://www.english.uiuc.edu/maps/poets/a_f/eliot/eliot.htm- A lot of very good essays on T.S Eliot and his work.

http://www.bartleby.com/198/1.html The love song of Alfred J Prufcock.

http://eliotswasteland.tripod.com/ A hypertext version of "The Waste Land".

http://www.cs.umbc.edu/~evans/hollow.html The Hollow Men.

http://www.tristan.icom43.net/quartets/ The four quatrets.

http://www.wellsprings.org.uk/wellspring_of_pilgrimage/litgidd.htm A description of Little Gidding church.

Unfortunately no copy of "Murder in the Cathedral" could be found online. If you wish to complete this section of the course you will have to buy a copy yourself, failing that you could just skip it.

Supplementary material
http://home.ddc.net/ygg/etext/fear.htm- Fear and Trembling.

http://www.mala.bc.ca/~johnstoi/Nietzsche/beyondgoodandevil_tofc.htm- Beyond Good and Evil.

http://xroads.virginia.edu/~HYPER/WEBER/cover.html- The Protestant work ethic and the rise of capitalism

http://eir.library.utoronto.ca/rpo/display/poem1912.html- The Triumph of Life.

http://www.poemhunter.com/p/m/poem.asp?poet=34197&poem=412162- St John of the cross ( one of his poems).

http://www.bartleby.com/108/21/- The book of Ecclesiastes

Spark notes for most of these things are avaliable. Simply search "spark notes" on google, and then find them on the page.

title: T. S. Eliot


text:
Talk:T. S. Eliot

=MAIN=

Would someone with a degree mind teaching this course, I've decided that I'm not competent to do even the fairly minimal find a book that's well respected and suggest it style of answers that answering queries would involve. I should of clarified when I made this course that it's really only a reading list but I was caught up in the optimism ( sigh).

The course
The course is now fully functional and ready to be taken.

Maintaince and improvement
Would someone put some pretty pictures in?

=LECTURER STUDENT INTERACTION=

Questions
Post your questions here

Essays and poems
Put links to your essays and poems here ( create a new page to put them on).

Study Guide
I suggest that most of the week-base material be moved to some sort of Study Guide page

title: Talk:T. S. Eliot


text:
Web Writing/Blogs

Lesson 2 of Web Writing unit

This course will deal with weblogs, their uses, how to get started, and their implications for society.

Self-Documentary
Some people use blogs to document their daily lives; like a public diary. In some instances, people have been fired from their job because of them.

Reporting the News
Nowadays, most people use a blog to report the news, and their opinion on it. Bloggers are even eligible for press passes at most technology events.

title: Web Writing/Blogs


text:
20th Century British Novel

Literary Studies >

Please see Template_talk:Unit_boilerplate for more information.

Unit Summary

 * Course code: ALTU???
 * Suggested Prerequisites:
 * Time investment:
 * Assessment suggestions:
 * Faculty: Arts
 * School: School:Language and Literature
 * Department: Topic:Literary Studies
 * Stream
 * Level:
 * Level:

Unit materials

 * Study guide:

Texts

 * DH Lawrence: The Rainbow
 * Virginia Woolf
 * EM Forster
 * Graham Greene
 * Evelyn Waugh
 * JRR Tolkein
 * George Orwell
 * Aldous Huxley
 * Rudyard Kipling
 * Angela Carter
 * TH White
 * Faye Weldon
 * Deborah Moggach
 * Salman Rushdie
 * JG Ballard
 * Martin Amis
 * Timothy Mo
 * Kazuo Ishiguro
 * Stella Gibbons
 * Graham Swift
 * Peter Ackroyd
 * Robert Holdstock
 * HG Wells
 * PG Wodehouse
 * Agatha Christie
 * Iris Murdoch
 * Jean Rhys
 * Doris Lessing
 * Mervyn Peake
 * Michael Moorcook
 * William Golding
 * PD James

Assignments

 * Week xxxx
 * Read: Joseph Conrad's  The Secret Agent
 * Write: a two page double-spaced paper ready for posting on the talk page by 5pm EST

 * Week yyyy
 * Read: Ford Madox Ford's  The Good Soldier
 * Write: a two page double-spaced paper ready for posting on the talk page by 5pm EST

title: 20th Century British Novel


text:
Talk:20th Century British Novel

Essay One Submissions by February 21st at 5pm EST
Please include your user name and time mark (the second to last button above the edit box on the edit page).

Essay Two Submissions by March 14th at 5pm EST
Please include your user name and time mark (the second to last button above the edit box on the edit page).

title: Talk:20th Century British Novel


text:
Edgar Allan Poe

Literary Studies >

Biography and Context
 * Edgar Allan Poe

Poetry

 * "A Dream Within a Dream" (1827) (Full Text at Wikisource)
 * "The City in the Sea" (1831) (Full Text at Wikisource)
 * "The Lake" (1827) (Full Text at Wikisource)
 * "Lenore" (1843) (Full Text at Wikisource)
 * "The Raven" (1845) (Full Text at Wikisource)
 * "Annabel Lee" (1849) (Full Text at Wikisource)
 * "The Bells" (1849) (Full Text at Wikisource)

Short Stories

 * "The Fall of the House of Usher" (1839) (Full text at Wikisource)
 * "The Pit and the Pendulum" (1842) (Full text at Wikisource)
 * "The Black Cat" (1843) (Full text at Wikisource)
 * "The Tell-Tale Heart" (1843) (Full text at Wikisource)
 * "The Cask of Amontillado" (1846) (Full text at Wikisource)
 * "A Descent into the Maelstrom" (1850) (Full text at Wikisource)

Auguste Dupin Stories

 * "The Murders in the Rue Morgue" (1841) (Full text at Wikisource)
 * "The Mystery of Marie Roget" (1843) (Full text at Wikisource)
 * "The Purloined Letter" (1844) (Full text at Wikisource)

Essays
 * "The Philosophy of Composition" (1846)
 * "The Poetic Principle" (1850) posthumously

Active participants

 * kramertw
 * Dlhel

title: Edgar Allan Poe


text:
Poetry/Epic poetry

Content summary
This class covers epic poems from the past to the present. There will be translations of the major works in other languages.

Unit materials

 * Study guide:

Poets and Their Works

 * Homer
 * The Illiad
 * Text to The Illiad
 * The Odyssey
 * Text to The Odyssey
 * Beowulf
 * Vyasa
 * Mahabharata
 * John Milton
 * Paradise Lost
 * Text to Paradise Lost

title: Poetry/Epic poetry


text:
Poetry/Romantic poetry

Content summary
This course covers the reading of both British and American Romantic Poetry and will include essays on assigned writers or poems.

This page is still being updated, please be patient. Soon, I will add readings and links under poets names and possibly more poets. Feel free to suggest!

Questions?

Unit materials

 * Study guide:

Texts

 * Wikipedia article on Romanticism

Poets
British:
 * William Wordsworth
 * Samuel Taylor Coleridge
 * William Blake
 * George Gordon, Lord Byron
 * Percy Bysshe Shelley
 * John Keats

American:
 * Ralph Waldo Emerson
 * Edgar Allan Poe
 * Henry Wadsworth Longfellow
 * Walt Whitman

title: Poetry/Romantic poetry


text:
Talk:Poetry/Romantic poetry

Not just for Romantic, but all poetry, I would eventually like a link to the Wikipedia article, and then to an article just for Wikiversity which deals with the writer's WORK. If a writer falls into several categories, we can all share space. One person can write on their novels, another on their poetry, etc. Sound terrible? I hope not. --Atrivedi 19:29, 14 Jan 2005 (UTC)

Actually it sounds amazing... but i see that the previous discussion is from 2005! Anyone still interested in working on it? --Shaheema 06 April 2007

title: Talk:Poetry/Romantic poetry


text:
Poetry/Victorian poetry

Please see Template_talk:Unit_boilerplate for more information.

Unit Summary

 * Course code: ALTG???
 * Suggested Prerequisites:
 * Time investment:
 * Assessment suggestions:
 * Faculty: Arts
 * School: School:Language and Literature
 * Department: Topic:Literary Studies
 * Stream
 * Level:
 * Level:

Content summary
Poetry during the reign of Queen Victoria. The major poets were Mathew arnold, alfred lord tennyson and robert browning. they represented the three phrase of this era. mathew arnold's poetry best represented the so called victorian dilema which emerged out among the people as a result of darwin's orgin of species thus people loosing faith in god. alfred lord tennyson aws in between arnold and browning. while browning was a total optimist

Poets

 * Elizabeth Barrett Browning
 * Robert Browning
 * Alfred Tennyson
 * Emily Bronte
 * Dante Gabriel Rossetti
 * Christina Rossetti
 * Matthew Arnold
 * W.B. Yeats
 * Thomas Hardy
 * Rudyard Kipling

 * william_morris

As with other pages, this is being updated. Please be patient.

Questions/Suggestions?

Unit materials

 * Study guide:

Active participants

 * Atrivedi
 * Historymaking101

title: Poetry/Victorian poetry


text:
Poetry/Modernist Poetry

Content summary
This poetry covers everything from the late 19th century (late Victorian) through the Modernism (about 1945 or so), both American and British. There will be essays on poets and poems as time goes on.

 * Wikipedia article as an introduction to Modernism and Modernist Poetry.

Poets
Still working on this page, please be patient! Suggestions are welcome!
 * Ezra Pound
 * Pound at Modern American Poetry
 * H.D.
 * William Carlos Williams
 * James Joyce
 * T.S. Eliot
 * The Love Song of J. Alfred Prufrock
 * Full Text of The Wasteland
 * Eliot Reading The Wasteland

Questions?

Unit materials

 * Study guide:

title: Poetry/Modernist Poetry


text:
Talk:Poetry/Modernist Poetry

Not just for Modernism, but all poetry, I would eventually like a link to the Wikipedia article, and then to an article just for Wikiversity which deals with the writer's WORK. If a writer falls into several categories, we can all share space. One person can write on their novels, another on their poetry, etc. Sound terrible? I hope not. --Atrivedi 19:28, 14 Jan 2005 (UTC)

I don't think Joyce is an appropriate major figure for the poetry page/class. He's certainly not renowned for his poetry and there are countless more influential poets. It's odd to mention Joyce as a moderist poet but omit Frost and Hughes among others.

title: Talk:Poetry/Modernist Poetry


text:
User:D/monobook.css

display: none; }
 * 1) recentchangestext {

title: User:D/monobook.css


text:
User:D/monobook.js

document.write(' '); document.write(' ');

title: User:D/monobook.js


text:
Poetry/Post-Modernist Poetry

Content summary
In this class, we will cover poetry after World War II, but before the modern era. While the line is a bit tricky to find at times, we'll try to deal with the bigger styles and ideas during the 1940s through the 1970s.

 * Wikipedia article on Post-Modernism and Post-Modernist Literature

Poets

 * Samuel Beckett
 * Allen Ginsberg
 * Jack Kerouac
 * Charles Bukowski
 * Carol Ann Duffy

This page, like others, is still being worked on. Please be patient! If there's something you'd like to see, please let me know.

Questions/Suggestions?

Unit materials

 * Study guide:

title: Poetry/Post-Modernist Poetry


text:
Talk:Poetry/Contemporary Poetry

how does contemporary poetry differ from the traditional genre

It doesn't necessarily. It's broken down by era, rather than style. Atrivedi

Suggested poet: Sharon Olds

title: Talk:Poetry/Contemporary Poetry


text:
User:JBogdan

If you have anything you want to say you may mention it on my talk page.

Other userboxes I should add later (if they exist!): this user is a member of Wikimedia Commons, Wikipedia, and Wikibooks. This user recycles and frequently drives 55mph to conserve gasoline. This user does not have a TV and enjoys not having it.

Regarding footnotes and HTML embedded links: If I use embedded HTML links, it is only due to my wiki-laziness--Footnotes are better and I already know it, especially because they still show up when a page is printed.

If you want to reach me faster, try my talk page on Wikipedia: w:User:JBogdan

I am also JBogdan there.

title: User:JBogdan


text:
User talk:JBogdan

Welcome
Don't mind Trevor MacInnis, he just likes to hit every user with the welcome template. I see your working in the theology department. If you need any Quizzes made, I can help. Good luck!--Rayc | (Talk) 17:08, 10 September 2006 (UTC)

Looking forward to working with you
I am also working on the School of Theology. I just started a page on the Nicene Creed (Roman Catholic Theology) if you wish to contribute to that. I look forward to working with each other in the future.Michael Ignatius 22:51, 1 November 2006 (UTC)

Some questions
Hello I'm a new user on Wikiversity, and I was wondering if you could check up on some of the pages I created and show how I can improve them. Student Galaxy 15:21, 26 November 2006 (UTC)

My pages.

-Football (soccer)

-UFO research

Aztec languages.
I' am researching ancient Aztec languages to start a page on how to speak Aztec. In a category of the native ancient languages of central america. It should be quite handy. Student Galaxy 20:21, 11 December 2006 (UTC)

title: User talk:JBogdan


text: Portal:Education

title: Portal:Education


text:
Portal talk:Education

If you want to experiment with a radical new version of Portal:Education you can work at Portal:Educationnew.

If you update featured content on this portal, make sure that you update Portal:Education/Featured.

Note: this discussion page started at Wikibooks in the context of creating a Wikiversity school of education. A new page for the School of Education was started at this website before the old page from Wikibooks was imported to Portal:Education. Portal:Education has now been adapted as the general education portal of Wikiversity. School of Education is currently the main content development project for the School of Education. Newer discussion about Wikiversity education in general is after the older material about the School of Education.

Older discussion from Wikibooks
The text in this section came from Wikibooks.

suggestion
I suggest more and more poeple to join this part, for Education is the way who we transfer our knowledge and who we influence the future.

I use the "Educating", "Teaching", "Answering" to envolve the differnt School of Education, mainly Authoritic Education and Democratic Education; but as believing the democratic way, I cannot write objectively.

This topic of 'Education' is so vast, that it might be too imposing for people to start. I would love to start a sub-topic, say 'Distance Education'. If that was possible. - anyway, just a suggestion.

I moved the topics of elearning, instructional design, blended learning, and (new) learning management systems to the Instructional Technology page, thinking these were properly sub-topics.

For the next few weeks (April, 2005) my students have an assigment to contribute to this section. We welcome your comments and additions.

 * Tspannaus

Introduction
I think some serious planning is needed to get the School of Education up and running. There are many methods for this and I'd like to suggest one particular approach. You can thank Rudyard Kipling's Just So Stories and in particular the poem that comes after "The Elephant's Child"

I keep six honest serving-men

(They taught me all I knew);

Their names are What and Why and When

And How and Where and Who.

Creating a strategy for the School of Education
First we need to ask why a School of Education is needed. Then taking into account the answer to the why question we need to look at what outcomes the School of Education should provide. We need to answer this question in the context of what technology will be used, who will be involved in the project, where they come from and the time frame for the project. Then we can work out how to achieve these outcomes. At this early stage it's important to clarify why the School of Education is needed. Without a clear motivation for the project people are unlikely to commit time and energy into building this project. If there is no clear reason for the project it's likely to get bogged down in the myriads of possible outcomes for the project.

A method of deciding why we need the School of Education
There is a two part method to clarify the reason for the project. The first step is to generate a long list of as many reasons as possible. This should be done without any constraints as to what is feasible or even sensible. The second step is to priorities this list and select the reasons that participants feel are most important. The reason for the long list is to explore a wide range of possibilities for the project. Things out of the leftfield sometimes produce a wining combination.

Fantasy School of Education
To generate a long list of reasons to setup the School of Education we could ask as many people as possible to describe their fantasy School of Education. This could be a description of the School 10 years from now or the kind of School they would want to study or teach at. We can then conduct a pole or some other voting system on this list to identify the most important reasons. Mystictim 01:43, 4 August 2006 (UTC) 01:43, 4 August 2006 (UTC)

My Fantasy School of Education
Please add your version of a fantasy School of Education below:

Our approach to learning hasn't changed much since Plato's Academy. The School of Education will lead the coming revolution in learning. With the massive changes in technology we need a new approach to learning and the School of Education will be where this change takes place. The School will be a cutting edge center of excellence for the study of learning through out the world. It will lead the way in developing and implementing learning strategies and tactics focusing on virtual delivery but with application to traditional methods. It will lead they way in promoting a truly international curriculum for world citizens of today and the future. Education needs to move from a proprietor and authoritarian approach to a shared and egalitarian one. The School of Education will work with all the other schools to identify and promote the best methods for learning and the appropriate use of technology. Any institute running teacher training course at all levels will come to this site for the best teacher training learning materials. The School of Education will be the place for research into education and learning. Mystictim

Newer discussion after the move from Wikibooks
my fantasy school of education goes back to Plato's teacher, the utterly curious and completely courageous Socrates. Socrates talked with everyone, learned from everyone, and shared with everyone. he's perhaps our first wikiversitian. he taught for free, thought no subject above or below him, and was unmoved by government authorities. my fantasy school of education goes back to the origins of the scholar as a student who takes others with him on an unending quest for learning. Using wiki technology this would translate into collaborative learning as collaborative writing in terms of a number of forms: the essay, the dialogue, creative narrative, and so on. --Smithgrrl 02:37, 30 August 2006 (UTC)

One of the things that struck me about the description in the actual Portal page, was how there are more students then teachers and that students/non-experts should not be afraid to start adding content right away. It seems to me that the point of view of those new to any subject is invaluable to improving the learning process. I am new to HTML and taking classes in Web Design. I have contributed to this area because I think that what I have freshly experienced gives me an insight into how learning a completely unfamiliar subject might be done. I think this point could be stressed more in general around Wikiversity to help gain more support for this project and to increase the confidence of potential contributors. Talonhawk 04:16, 20 September 2006 (UTC)

New page format
I have started Portal:Educationnew where we can make a new version of Portal:Education. My main goal is to include featured content and links to other Wikiversity content about education. --JWSchmidt 18:30, 19 January 2007 (UTC)
 * The contents of the older version of the portal were copied to Portal:Education/Wikiversity model. --JWSchmidt 02:29, 20 January 2007 (UTC)

Wikihigh
Some of the people here would probably be able to contribute to the Wikihigh project, which is an attempt to emulate a complete high school education here at Wikiversity. Any help there would be much appreciated. The Jade Knight 20:29, 30 March 2007 (UTC)

Discussion Revival
Here, in the introduction to this portal, is an example where the rejection of "online courses" suggests that any definitions of WV possessing lessons are being replaced with definitions of WV possessing "learning materials" and "learning activities". They are no coexisting. Paradoxically some of these "learning activities" consist of the development of online courses by a class of students. At the moment this note is one of my breadcrumbs. I will develop this into a complete argument later. Mbrad 18:10, 13 February 2010 (UTC)

title: Portal talk:Education