FUNDAMENTALISM AS A CHALLENGE FOR RELIGIOUS EDUCATION

“. . . human experience is shaped, molded, and in a sense constituted by cultural and linguistic forms. There are numberless thoughts we cannot think, sentiments we cannot have, and realities we cannot perceive unless we learn to use the appropriate symbol systems ... to become religious involves becoming skilled in the language, the symbol system of a given religion.” — George Lindbeck ^{1 1}George Lindbeck, The Nature of Doctrine (Philadelphia: The Westminster Press, 1984), 34.

“My child is not learning anything. All they do in there is play.” — disgruntled parent after observing a preschool church school class.

     

INTERDISCIPLINARY CONTINUING EDUCATION IN A RURAL AND REMOTE AREA: THE APPROACH OF THE NORTHERN EDUCATIONAL CENTRE FOR AGING AND HEALTH

This article describes an interdisciplinary continuing education approach for health professionals in a rural remote area implemented by the Northern Educational Centre for Aging and Health (NECAH) at Lakehead University in Thunder Bay, Ontario, Canada. The article discusses issues of rural health care practice and the implications for practitioners’ educational needs. The key components involved in delivering interdisciplinary education and teamwork training are reviewed, followed by a discussion of the relevance of an interdisciplinary participatory approach for rural practitioners given their practice context and work style. Using NECAH's experience in planning and delivering a 5‐day interdisciplinary education program in palliative care as a case example, it is argued that simultanous attention to these issues in the design and delivery of continuing professional education for rural professionals contributes to a relevant educational experience in the short‐term and an increased interdisciplinary collaboration in the long‐term. The article suggests that NECAH's interdisciplinary participatory approach is a significant model for the continuing education of health professionals in rural remote areas.     

ATTITUDES OF OLDER WOMEN TOWARD CONTINUING ADULT EDUCATION AT THE UNIVERSITY LEVEL: IMPLICATIONS FOR PROGRAM CURRICULUM DEVELOPMENT

Current low rates of participation by elderly people in formal learning situations may be improved by developing programs that consider their attitudes, learning interests, and needs. This study was conducted to examine the attitudes of potential participants in continuing education programs concerning (1) factors that would reduce anxiety and (2) appropriate educational experiences given the abilities and learning needs of the target group.

Twenty‐seven white predominantly upper middle‐class, highly educated women aged 65 years and over were given a questionnaire concerning attitudes toward continuing education. Most (89%) indicated an interest in taking humanities classes (i.e., history, literature, music, languages, and current affairs). In addition, 55% preferred the lecture format; 81% preferred mixed ages in classes; 48% reported interest in having a companion enroll with them; and 65% reported that family members did not suggest that they enroll.

Highly educated elderly women appear interested in taking universitylevel classes. Future research should examine whether there is an increase in enrollment in programs specifically designed to meet their needs and interests. Caution is advised in generalizing results of need and attitude assessment of highly educated old people to less economically, occupationally, and educationally privileged elderly.     

AGING EDUCATION IN HIGHER EDUCATION: PREPARING FOR THE 21st CENTURY

Institutions of higher education have a stake in the demographic shift that will occur in the 21st century. Employers will depend on colleges and universities to produce a trained workforce and the general public will request information about aging processes and how to successfully age. By responding to the demands of employers and the general public, institutions of higher education will be faced with a number of challenges. This article considers six challenges facing institutions of higher education in the 21st century and how higher education might respond to these challenges. Potential barriers to meeting these challenges are also discussed.     

CONTINUING EDUCATION: A FACTOR IN PREPARING FOR RETIREMENT

This study focuses on the role of formal continuing education in helping persons prepare for retirement. The subjects were 206 classified, university employees between the ages of 50 and 65. The Retirement Preparation Indexes were used to measure behavior, information, and attitude toward retirement. Using the analysis of variance (a = .05), participants in formal continuing education (N = 46) scored significantly higher on the indexes community activity behavior, health care issues, psychological adjustment information, preretirement zest attitude, total behavior, total information, and the complete retirement preparation index. Preretirees involved in lifelong learning were found to be more concerned about their own development regardless of age and more aware of the options available to them upon retirement.     

THE PERFORMANCE OF ADMINISTRATION ON AGING MULTIDISCIPLINARY GERONTOLOGY CENTERS FOR EDUCATION AND TRAINING

The Administration on Aging (AoA) Multidisciplinary Gerontology Centers (MGC) play an important role in the history and development of aging in educational institutions. As MGCs are institutions that form a key part of the educational foundation of gerontology, it is important to document and assess their development. This study analyzed the historical development of the original set of twelve MGCs that were awarded developmental grants by the AoA in 1976; it assessed the organizational performance and success of MGCs by evaluating compliance with Older Americans Act guidelines; and it determined factors and patterns that contributed to the successful development of MGCs. Results indicate compliance with AoA guidelines alone could not assure or predict the continuing support and cooperation of MGCs in educational settings. Creation of a strong foundation based on multiple budgetary and environment components was the critical factor that predicted the continuing success of an individual MGC.     

大连市职业高中(中专)教师继续教育思考

从大连市职业高中 (中专 )机电类专业教师队伍现状出发 ,对继续教育培训内容、模式等进行探讨。     

THE PUBLIC CHURCH AS A MODEL FOR RELIGIOUS EDUCATION

The concept of Canon in most religious traditions remains that of a static body of ideas, doctrines, and practices usually codified in a sacred book. Jews and Christians share that classical understanding; we are the people of the Book. This essay examines how Canon becomes embodied in religious communities, how that experience forms the faithful in the tradition, and how that experience modifies the Canon of that tradition. Three specific religious communities are examined: Jewish, Catholic, and Lutheran. Each faith is deeply rooted in the Book, yet each is vibrantly alive with change and renewal. Canon is a lived experience!     

SERVICE-LEARNING EDUCATION IN COMMUNITY-ACADEMIC PARTNERSHIPS: IMPLICATIONS FOR INTERDISCIPLINARY GERIATRIC TRAINING IN THE HEALTH PROFESSIONS

Major changes are taking place within the health care system that have important implications for health professions education in geriatrics. The forces driving these changes are also affecting academic settings, where trends supporting the development of community-academic partnerships, service-learning models, and interdisciplinary education are all evident. These trends have major implications for health professions educators working to develop academic programs to prepare students for future practice with older adults. This article explores the impacts of these changes, in particular, on the design of interdisciplinary or collaborative education programming, including the following dimensions: assessment and definition of the problem, emphasis on functioning and quality of life, professional identity, changing roles of faculty and students, and institutional-organizational implications. General recommendations on how to respond to the challenges represented in these trends are also explored.     

SPECIAL ISSUE: AGING EDUCATION: PREPARING FOR THE 21ST CENTURY INTRODUCTION

Board and care owners and administrators must find new and innovative ways to meet the training needs of those on their staffs. The authors investigated computer-based instruction as a way to teach injury prevention techniques to these care providers. A computer-based (CB) training program was used that had been adapted from a print-based/instructor-led (IL) program. This article discusses the effectiveness of the CB training as compared to the effectiveness of the traditional IL format. The CB and IL versions of a prevention training program were presented to board and care staff during five sessions. The 78 participants were randomly assigned to either the CB or IL groups. Both the CB and IL groups significantly increased their knowledge scores from pretest to posttest. The CB participants reported that they enjoyed the training and had no difficulty using the computers, even though some of them had never used a computer previously for any activity. Computer-based training can be an effective alternative training technique for this population.     

终身学习背景下培训与继续教育的公平及其政策课题

培训与继续教育在人力资源的持续开发、促进就业、增强劳动者与企业的竞争力、缩小知识与技能差距、促进社会公平方面发挥着不可替代的作用,是我国在构建终身学习体系和学习型社会过程中需要大力加强的领域。本文主要探讨了在我国培训与继续教育需求持续增大且趋向高级化与多样化的背景下,培训与继续教育中不同人群参与机会与成本分担上的差距状况,并从促进培训与继续教育公平的角度,提出应加强制度保障与公共服务体系、完善成本分担机制、促进培训与继续教育机会与内容的多样化等政策建议。     

AGING EDUCATION IN THE PUBLIC SCHOOLS: A GLOBAL PERSPECTIVE

From kindergarten to college, as today's students learn to see the world as a global village, they can also learn that aging is part of the human condition, that older people do exist, and that the increasing numbers of older people is both a national resource and a national problem. Students can develop an awareness of the interdependence not only of cultures and countries but also of generations. Still scarce, though increasingly available, are curricular materials and programs that help young people explore how we and other cultures deal with aging and the elderly.     

A DEMONSTRATION MODEL: OUTREACH CONTINUING EDUCATION FOR RURAL GERIATRIC HEALTH CARE PROVIDERS

This article describes an outreach continuing education program designed to increase the knowledge and skills of licensed practical nurses employed in long‐term care facilities in 26 rural southeast Georgia counties. The program used a modular self‐directed approach and was heavily supported with audiovisual materials. Four independent learning activities made up each of the nine modules. After pilot implementation of the curriculum, nonnurse health care providers asked to enroll in the course. Upon completion of the course, participants earned certificates as specialists in long‐term care of the elderly as well as continuing education credit.     

STATISTICS ON THE STUDENT POPULATION IN FRENCH HIGHER EDUCATION FOR THE ACADEMIC YEAR 1975‐1976

The 1976 edition of “Tableaux des Enseignements et de la Formation‐Edition 1976” has recently been published by the French Ministry of Education and French Secretary of State for Universities.

It includes throrough statistical data on the student population in the French education system during the academic year 1974‐1975. A supplement to this publication also gives an analysis of the student population for the academic year 1975‐1976, which is presented below.