I Hurt My Hand

Ih众rtitinthe scho口珍ard*的手在场上弄馨弓沐沁污群资黔筹多沪毕l}}2 .引}斗咚t pon，tget hatld Wet不要把手夔哪酬噢醉夔秦策妻i以分端忍拼麟撇豪迢脂黑少矍引}6翼瞥习搏赫李成︺泌馨浅Be careful*力e大t tilne.下次你要小心。做事情要小心，千万不要伤了自己哦!让我们学习下面的两个句型。-一滋丁}What，s wrong?这是，个比较常用的问句，意为“出了什么毛病(问题)了?/有什么麻烦?/哪儿不舒服?”如果具体问某人或某物出什么问题则应在后面加wi巾一。例如一:份}care似/’k egful/adj.，卜二的，仔细的Wh白犷乌Wrong witl飞you:mothe…     

General Education,General‐Technical Education and Integration

Summaries

English

Answers to questions pertaining to general education and basic subjects, as well as to vocational education (general‐technical education in particular) and the principle of integration cannot be reduced to formal speculations or to bare definitions, no matter how elegant and correct. In our era, which is the era of logic and of data‐processing, of automation and computers‐‐the analysis of the question of general and general‐technical education and the corresponding basic subjects of contemporary education must have the qualities of logical and epistemological necessity. The renaissance of formal and mathematical logic in contemporary general education and the inroads made by these subjects into the content and structure of contemporary vocational training‐‐are facts and trends without precedence in the history of education and school. Other developments from which there can be no retreat are the inclusion of data‐processing into the content and structure of the general education school, and the heavy reliance on mathematics in the process of vocational training, combined with elements of cybernetics, formal and mathematical logic, and science of management and control. Also, the time has come for a new principle of teaching, the principle of integration.     

Did My Religious Education Teach Me to Hate My Family’s Religiosidad? An Autobiographical Analysis of My Religious and Theological Education

Abstract

This article begins with a brief autobiographical depiction of my religious education. It then charts the ways in which the inadequacies of that religious education caused me to treat my family's traditional religious expressions with suspicion rather than appreciation, undergirding coloniality as a phenomenon within my religious education. My graduate theological education helped to rectify this phenomenon, revealing important contributions for religious educators as a protection against the erasure of cultural identities.     

Mis-Education,A Recurring Theme? Transforming Black Religious and Theological Education

Abstract

Educating ministers and religious educators with the skills to connect with a variety of congregations and communities is a difficult task. Looking specifically at theological and religious education with African Americans, there are historical criticisms of mis-education. Mis-education defined by Carter G. Woodson describes a process of educating that becomes more of a liability than asset by devaluing the religion and traditions of the masses of African Americans. This article reviews education resources (sermons and Sunday school literature) in African American churches along with the perspectives of seminary students to explore if Woodson's claims of mis-education persist.     

They Will Visit My Parents’ Strawberry Field

My parents plant many strawberries in the field.When I go to school,I always bring some strawberries to my classmates.“Wow,your strawberries are so big.They taste so good,”says our monitor.I often give some strawberries to them.They eat happily and hope they can visit my     

Artwashing Education?

Education increasingly operates in neoliberal terms; privatisation, marketisation and competition have become key drivers for schools in England. This article explores the findings from an ethnography that points to how arts education practices are being used to ‘art‐wash’ schools resulting in parents with the requisite economic, social and cultural capitals ensuring that their children benefit the most from a creative education. Whilst most of the narratives on artwashing have so far focused on arts institutions and global capital, this article questions how some of the specific processes of gentrification may be extended to the current education system in England and ask if schools and arts organisations may increasingly be ‘art‐washing education’.     

I Will Never Forget the Path to My Junior School

“May I ... ?” Nobody could imagine how happy and how proud I felt when I was the first one in our little village to become a junior school student! I knew it was not easy for a girl from a moun-tainous area like me to enter a middle school. In the eyes of every villager, I was no longer a little girl with short pigtails but a “a big fish in a     

White or Black?

一“气『~、J，’‘毛户朴才’一~护一飞厂‘~公’气厂一猫谈.飞.沙‘、‘.!‘爵飞1尸气l尸.，二···一嵘d日·ant fFOm England eet in气a foreat.They are haPPyto seeeacho街e eChin6韶ant a lwa，5 wears。la。k曝He likes blaek best.The Engljsh ant always wears whit     

My Mother''''s Hands?

1.IamnowoverseventybutIstillrememberthestory.Ithappenedmanyyearsago.Oneevening,whenmotherwaspreparingsupper,allofasudden,shecalledmeintothekitchen.AfterIrushedin,Isawblooddrippingdownfromhercutfinger.我今年70多岁了,但我仍然记得这个故事,它发生在许多年前。有一天傍晚,母亲正在做晚饭,突然,她把我叫到厨房。我急忙走了进去,只见她一个割破的手指头正滴着血。2.Iimmediatelygottheiodine(碘酒)andclumsilybandagedher.AndthenInoticedmymothershands—thehandswhichwerelikethedrybarkofanoldoaktree,wrinkled,roughan…     

Will Obama's My Brother's Keeper and Similar Initiatives Have a Positive Impact on Low-Income Students?

Barack Obama's My Brother's Keeper is designed to narrow persistent gaps that boys and young men of color confront often and to help all young people achieve their potential in college and career. An important part of this initiative is comprehensive mentoring that supports students in schools and in communities. Because ethnic-minority students have extremely low graduation rates in high school and college, an essential question is addressed: Can My Brother's Keeper and similar initiatives with a mentoring component be effective in helping minority students to achieve success in elementary and secondary schools and in college?     

Education Without Failure? Education For All?∗

The terms difficultyand disabilityreflect two major concerns in contemporary education. Can we ensure education without failure? Can education be provided for all? Research conducted with adults who are poor readers suggests that they view themselves as failures when often they were victims of educational practices which treated as misfits all children who experienced difficulties in school. Evidence has accumulated which shows that a flexible education system can accommodate almost all children and that difficulties are symptoms of a mismatch between student needs and educational provision. For many children categorized as disabled, these difficulties could be resolved by modifying their educational program. Where there is true disability, which results from biological impairment, the major aim should be to prevent disability from becoming a handicap. Technological advances can help modify the physical constraints imposed by impairment; of greater importance to today's children is the need for greater community awareness and acceptance of disability.

While parents and teachers have reservations concerning the increased integration of disabled children some activists are pressing for legislation similar to US PL 94‐142 to ensure that all children, regardless of disability level, are provided with education in the mainstream to the maximum feasible extent. To argue about the effectiveness of integration is to miss the point; both regular school and special education support services need to recognize the many changes essential to minimize failure and to encompass the reasonable developmental needs of all children. Presently, there is a great discrepancy between what is known about effective instruction and current educational practice; until this gap is narrowed, for children with difficulties and disabilities failure will remain all too common.

     

Is Christian Education Compatible With Science Education?

Science education and Christian education are not compatible if byChristian education one means teaching someone to be a Christian. Onegoal of science education is to give students factual knowledge. Even whenthere is no actual conflict of this knowledge with the dogmas ofChristianity, there exists the potential for conflict. Another goal ofscience education is to teach students to have the propensity to be sensitiveto evidence: to hold beliefs tentatively in light of evidence and to rejectthese beliefs in the light of new evidence if rejection is warranted by thisevidence. This propensity conflicts with one way in which beliefs are oftentaught in Christian education: namely as fundamental dogmas, rather than assubject to revision in the light of the evidence.     

Education for life?

Roy McConkey, Professor of Learning Disability at the University of Ulster, continues the New Professor series by focusing on 'lifelong learning' for people with learning disabilities and the consequent challenges for 'educators'.