共查询到20条相似文献,搜索用时 15 毫秒
1.
2.
3.
4.
5.
6.
7.
8.
9.
Dorothy Whitehead Hough∗ 《Religious education (Chicago, Ill.)》2013,108(5):371-374
Religion does not provide answers. In the quest for identity, it provides illuminating questions 相似文献
10.
11.
Marie Ruef Hofer Ph.d 《Religious education (Chicago, Ill.)》2013,108(3):258-261
The purpose of this column is to keep religious educators abreast of relevant significant research in the general field of psychology. Each section describes a group of findings which have been reported in PSYCHOLOGICAL ABSTRACTS together with titles of these works so that those who wish may go to the original source. This column is written as a service to religious educators by the Union College Character Research Project. All abstracts are used with permission of the periodical, PSYCHOLOGICAL ABSTRACTS. The abstract numbers are Volume 37, Numbers 1‐5. 1963. 相似文献
12.
Rev. Dewitt D. Forward 《Religious education (Chicago, Ill.)》2013,108(4):378-379
This article reports the ways five leaders situated within academic institutions widened the imagination of the role of religious education. From their own contexts and evolving vocations, they led a conversation hosted by the Forum on Religious Education and Academic Institutions. As they shared challenges and opportunities they see, they also showed how their lives prototyped diverse roles for religious educators. In so doing, they create multiple pathways for others to imagine new ways of adapting the field. The author ends with her own conclusions about how robust conversations such as this—across multiple religious traditions and diverse contexts of practice—might contribute meaningfully to the vocational identities of individual religious educators and to new, adaptive networks that may express collective vocations evolving within the field. 相似文献
13.
14.
George B. Stewart LL. D. 《Religious education (Chicago, Ill.)》2013,108(3):253-256
Undergraduate, entry-level theology instruction at Catholic universities is expected to meet a wide range of learning outcomes. This article asserts that courses can and should be designed for learning outcomes not only in the cognitive domain, but in the affective domain as well, which in turn may impact personal choices and faith practices of students. A three-semester scholarship of teaching study involving 175 undergraduate students, using quantitative surveys and qualitative interviews, suggests that students' affective learning and personal choices, including faith practices, can be impacted if certain foundational premises are incorporated into the course. 相似文献
15.
F. A. Crosby 《Religious education (Chicago, Ill.)》2013,108(2):235-242
16.
Hekbert Wright Gates A.M. 《Religious education (Chicago, Ill.)》2013,108(3):281-292
This study investigates Suhrawardi's epistemological and philosophical point of view in order to analyze and elicit its educational outcomes. His philosophy, which can be called eclectic philosophy (involving intellect and intuition), regularly proposes a different philosophical system with intuitionist outlook. It is the combination of two philosophical and mystical views, namely Aristotle's logical reasoning and Plato's mysticism. Suhrawardi has rather suggested this belief in the field of acquiring knowledge by humans that depends on three levels of knowledge, namely intuitive knowledge (using senses), knowledge via observation (mystical intuition), and illuminated knowledge. The third level of knowledge leads a human to the verity of knowledge. Therefore, this view about knowledge, and process of this knowledge acquisition, will have educational implications such as aims, principles, and teaching–learning methodology. 相似文献
17.
18.
J. W. F. Davies 《Religious education (Chicago, Ill.)》2013,108(2):212-217
There is a movement toward “corporatization” evident in Catholic hospitals, Catholic schools, and Catholic social service agencies taking up management structures and other features and behaviors employed by corporations. Many see these practices as threatening the identity and influence of religion as the profit concerns begin to take center stage. This development is assessed from two perspectives. The 19th-century shift in Catholic education was equally radical and raised no less conflicting values in religious identity. The story of Catholic healthcare's movement over the past 30 years from direct control and administration primarily by religious orders of women to mega health systems provides a parallel experience adjusting this Catholic ministry to the demands of the corporate world and re-expressing Catholic identity. 相似文献
19.
William F. Fore 《Religious education (Chicago, Ill.)》2013,108(2):231-234
20.