Mapping the humanities

The Human Turn examines the new call for knowledge of the human in the natural sciences, the life sciences and the social sciences. The common drive is the realisation that knowledge of the human plays a decisive factor in handling societal challenges and the advancement of science. Focusing on a number of exemplary interdisciplinary fields such as political science, welfare science, health science, environmental science and the science of management, The Human Turn investigates the consequences and potentials of this new human turn. Participants include Kirsten Hastrup, Uffe Juul Jensen, Anne-Marie Mai, Sverre Raffnsøe and Morten Raffnsøe-Møller. For further information, see

Humanomics is an interdisciplinary research programme that studies the historical, conceptual and institutional dynamics of the humanities. The programme seeks to provide insight into which humanist theories, methods and concepts that are operative in today’s science system, and in doing so seeks to develop an empirically-based philosophy of the humanities. Participants include Vincent F. Hendricks, Andreas Roepstorff, Simo Køppe, Svend Østergård, Claus Emmeche, Esther Oluffa Pedersen, Uffe Østergård, Frederik Stjernfelt and David Budtz Pedersen. For further information, see


Both research programmes are supported by the VELUX FOUNDATION as integrating initiatives within its humanities programme. The intention is to support the development of a research-based debate about the potentials and challenges for the humanities and human sciences. For further information about the VELUX FOUNDATION’S humanities initiative or contact Henrik Tronier,


Image and Education: Teaching in the Face of the New Disciplinarity (book)

Full book here.

From the back cover:

Image and Education: Teaching in the Face of the New Disciplinarity explores the importance of the visual image in contemporary education. Kevin D. Vinson and E. Wayne Ross draw on a range of ( post)disciplinary traditions, including the study of visual culture, cultural studies, media studies, and film studies, as well as an array of significant thinkers such as Michel Foucault, Guy Debord, Jean Baudrillard, Marshall McLuhan, Roland Barthes, Mikhail Bahktin, and Daniel Boorstin. The authors take on the surveillance-based and spectacular conditions of (post)modern schools and society and pursue not only a radical critique o fthe “disciplinary gaze,” but also the means by which teachers, students, and other interested stakeholders might resist its various conformative, anti-democratic, anti-collective, and oppressive potentialities.