"Humanities Education Then, Now, and Why," South Atlantic Review (forthcoming October 2008).
“Ethical Engagements over Time: Reading and Rereading David Copperfield and Wuthering Heights,” Narrative XII.3 (October 2004): 281-305. [Article Excerpt]
“The Politics of Difference v. the Ethics of Essentializing: Looking Backward and Looking Forward at Humanities Discourse About Human Nature,” AHHE (Arts and Humanities In Higher Education) I.2 (Fall 2002): 125-44. [Article Excerpt]
“Escaping the Prison of Singularity: The Behavioral Axis of the Narrative Transaction,” CEA Critic LXIII.2 (Winter/Spring 2001): 1-25. [Article Excerpt]
“Fictions, Facts, and the Fact(s) in(of) Fictions,” Modern Language Studies XXVIII.3,4 (Spring 1999): 3-40. [Article Excerpt]
“Response to Rebecca Moore Howard and George T. Karnezis,” College English LX.1 (January 1988): 89-93.
“Ethical Criticism: What It Is and Why It Matters,” Style XXXII.2 (Summer 1998): 194-220. [Article excerpt]
“Literature and Life: Fact and Fiction,” CEA Critic (Fall 1995): 1-6. (co-authored with Elizabeth Turpin)
“Humanism's Heat, Postmodernism’s Cool,” CEA Critic LVII.2 (Winter 1995): 1-25. [Article excerpt]
“The Sound of Story: An Inquiry Into Literature and Ethos,” Narrative III.1 (January 1995): 33-56. [Article excerpt]
“From Ph.D. Program to B.A. College, or, The Sometimes Hard Journey From Life in the Carrel to Life in the World,” ADE Bulletin (Spring, 1994): 20-24. [Article excerpt]
“Character Formation in the Literary Classroom,” CEA Critic LIII.2 (Winter, 1990): 5-21. [Article excerpt]
“Allan Bloom's Philosopher Who ‘Does Not Love to Tell the Truth.’” Review of Higher Education X1.3 (Spring 1988): 297-310.
“In Response to the Futurists . . .” Change: The Magazine of Higher Learning. A response to readers of Change: The Magazine of Higher Learning XX.4 (July/August 1988): 8, 59-60.
“Do Future Studies Really Help?: ‘Futures Research’ and Present Troubles.” Change: The Magazine of Higher Learning XX.1 (January/February, 1988): 50-53.
“Coping with the Complex Demands of an Academic Career in the 1980s,” co-author Mary Deane Sorcinelli, Chronicle of Higher Education XXXIII. 36 (May 20, 1987): 4 0-41.
“Faculty Stress: The Tension Between Careers and ‘Having it All,’” co-author Mary Deane Sorcinelli, in Faculty Stress, ed. Peter Seldin. San Francisco: Jossey-Bass (March 1987): 43-52.
“Study: Our Faculty Still Struggling With Personal-Professional Balance,” co-author Mary Deane Sorcinelli, Campus Report XI.5 (January, 1987): 5-6.
“The State of Criticism,” Arts Insight 9 (January, 1984): 3-4. (solicited essay)
“Plato's Protagoras: Professional Models, Ethical Concerns,” Change: The Magazine of Higher Learning XV.3 (April, 1983): 42-45. [Full Text]
“The First Amendment and All That Jazz,” commissioned by the Indiana Committee for the Humanities as a position paper for an ICH conference; now distributed through the ICH Resource Center library. (solicited essay)
“Ethical Criticism: Some Beginning Arguments,” Associator XXIX.2 (May, 1980): 10-14.
“Values and Meaning in Great Expectations: The Two Endings Revisited,” Essays in Criticism XIX.4 (October, 1969): 402-9. [Article excerpt]
"How To Become the Teacher Who Makes the Difference - An Anti-Romantic Theory of Pedagogy: Principles, not Personalities." Chapter in Making a Teacher Eternal: Scholars Describe the Teacher Who Made a Difference. Vol. 6 of the book series Adolescence and Education, eds. Frank Pajares and Tim Urdan. InfoAge Publishers, forthcoming 2008. [Article Excerpt]
"Do we Teach Disciplines or Do we Teach Students? What Difference Does it Make?" ADE Bulletin. (forthcoming) [Article Excerpt]
"The Unbroken Continuum: Booth/Gregory on Teaching and Ethical Criticism," Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture 7.1 (Winter 2007): 49-60. [Article Excerpt]
"Real Teaching and Real Learning vs Narrative Myths about Education," Arts and Humanities in Higher Education 6.1 (2007): 7-27. [Article Excerpt]
“Turning Water Into Wine: Giving Remote Texts Full Flavor for the Audience of Friends” Journal of College 53.3: 95-98. [Article excerpt]
“Pedagogical Disjunctions, Or, If I Say I Want My Students to Be Mainly Learning X, Why Do I Think Mostly About Teaching Y?,” Journal of Cognitive Affective Learning I. (October 2004): [Full Text]
“Pedagogy and the Christian Law of Love,” Journal of Education and Christian Belief VI.1 (Spring 2002): 9-26. [Article excerpt]
“Curriculum, Pedagogy, and Teacherly Ethos,” Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture I.1 (Winter 2001): 69-89. [Full Text]
“Teaching Narrative: Correspondence School and Waterford Crystal,” Change: The Magazine of Higher Learning XXXI.1 (January/February 1999): 32-37. [Full Text]
“Introductory Courses, Student Ethos, and Living the Life of the Mind,” Journal of College Teaching XL.2 (Spring 1997): 63-71. [Article excerpt]
“The Many-Headed Hydra of Theory vs. the Unifying Mission of Teaching,” College English LIX.1 (January 1997): 41-58. [Article excerpt]
“How to Talk About Teaching in the MLA Interview,” ADE Bulletin (Fall 1995): 7-8.
“Ethical Criticism and Liberal Education: The Pedagogical Connection,” ADE Bulletin No. 90 (Fall, 1988): 34-45. [Article excerpt]
“If Education is a Feast, Then Why Do We Keep Narrowing the Menu? A Critique of Pedagogical Metaphors,” Journal of College Teaching XXXV.3 (Summer, 1987): 101-106. [Article excerpt]
Series of four articles on the liberal arts and pedagogy in University of Indianapolis’s Alumni Magazine, 1979-1980 (solicited essays).
“Why Are Liberal Education’s Friends Of So Little Help?” Liberal Education (Spring 2005): 56-59. [Full Text]
“Liberating Liberal Education,” Education Digest LXIX.3 (November 2003): 12-16.
“A Liberal Education Is Not a Luxury,” Chronicle of Higher Education, Back page “Point of View” of the Chronicle Review Section (September 12, 2003): B16. [Full Text]
“Skills vs. Scholarship, or, Liberal Education Knows a Hawk from a Handsaw,” Conference Proceedings of HAN (Humanities and Arts Higher Education Network,) December 1997: 1-17.
“Liberal Education vs. Professional Training, or, Liberal Education Knows a Hawk From a Handsaw,” CCTE Studies LXIII (September 1998): 1-16. [Article excerpt]
“Core Programs, Liberal Education, and Ethical Teaching,” Perspectives XXVII.1 (Spring 1997): 25-53. [Article excerpt]
“Liberal Education and Critical Thinking,” Perspectives XVIII.2 (Summer, 1988): 9-25. [Article excerpt]
“A Response to Mortimer Adler's Paideia Proposal,” Journal of General Education XXXVI.2 (1984): 70-78.
“What Introductory Courses Should Do,” in Rejuvenating Introductory Courses. ed. Karen Spear. San Francisco: Jossey-Bass (December, 1984): 25-38.
“A Radical Critique of the Platonic Foundations of Liberal Education, or ‘The Soul Want What It Wants,’” Liberal Education LXIX.1 (Spring, 1983): 19-32. [Article excerpt]
“Liberal Education, Human Development, and Social Vision,” Journal of General Education XXXIV.2 (Summer, 1982): 143-58. [Article excerpt]
“A Liberal Arts View of Plato's Protagoras: Conversation Is Worth The Doing,” Focus: Teaching English Language Arts IX.3 (Fall, 1982): 48-52.
“The Liberal Arts: An Affirmation, or Unheard Melodies are Sweeter,” Interdisciplinary Perspectives XI.1 (Winter, 1980): 2-10.
“The Process of Writing, The Formation of Character, and the (Re)Formation of Society,” Perspectives (Winter 1993): 28-42. [Article excerpt]
“Writing, Literacy, and Liberal Arts,” ADE Bulletin No. 82 (Winter, 1985): 27-32. [Article excerpt]
“Teaching Composition: Goals, Definitions, and Strategies,” Journal of Teaching Writing I.2 (Fall, 1982): 221-34. [Article excerpt]
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