ONE HUNDRED YEARS OF THE RELIGIOUS EDUCATION ASSOCIATION

Abstract This article examines the historic character and mission of the REA with a view toward the role of this journal in the life of the Association. Early social influences are explored in relation to the Association's unfolding vision of “a democracy of God” in which religion would be a central enterprise of an educated citizenry. George Albert Coe, Harrison Elliott, Herman Wornom, and Randolph C. Miller are discussed as primary shapers of the REA and the field through the mid-twentieth century. The author concludes with challenges to rediscover or renegotiate the relevance of the REA's historic mission in the midst of contemporary opportunities and pressures of economic globalization, geo-political turmoil, and religious and cultural diversity.     

MORAL AND RELIGIOUS INFLUENCES AS RELATED TO ENVIRONMENT OF STUDENT LIFE. DORMITORY LIFE FOR COLLEGE WOMEN

This article tests the assumption that Horace Bushnell was the father of the religious education movement, despite the fact that at least two generations lapsed between the final edition of his groundbreaking book, Christian Nurture, in 1861 and the formation of the Religious Education Association in 1903. It contends that William Rainey Harper was both the father of the movement and the founder of the Religious Education Association, while Bushnell can be viewed as the “spiritual father” of the movement, with Henry Clay Trumbull as the link between the two. George Albert Coe can be seen as the “dean” of religious educators and a leader of the movement in the first half of the 20th century.     

Editorial

The first meeting of the Religious Education Association took place in Chicago in 1903, largely under the inspiration of University of Chicago president William Raney Harper. John Dewey and George Albert Coe were other prominent participants in those early days. The Religious Education journal emerged in 1906, primarily publishing papers presented at REA conferences. To mark this centennial year in the life of the REA and the field it has helped to define, the fall 2003 issue of the journal will be entirely comprised of papers reflecting on the past 100 years of the REA and the field of religious education, and challenges and possibilities for the future.     

A Life Span Concept of Motor Development

A concept of life span motor development is presented. Evolution of the author's concept of motor development is traced from its beginnings in classic developmental theory rooted in the biological sciences. Influenced by contemporary motor control theory and the writings of Milani-Comparetti, mechanistic models of nervous system function were abandoned in favor of active organism concepts. Application of classic developmental theory to the practice of physical therapy led to a specific focus on righting behaviors and eventual discovery of the limitation of classical neurodevelopmental theory for the explanation of adult motor behaviors. The author's current research focus is summarized; it was formulated from a perspective of lifelong development and is directed toward describing age related movement patterns in a series of righting tasks.     

Book Reviews

Theodore F. Wolff and George Geahigan, Art Criticism and Education Grant Cook, Deirdre Griffin and Maureen CoxTeaching Young Children to Draw: Imaginative Approaches to Representational Drawing Margaret Morgan and Gillian Robinson, Developing Art Experience, 4–13 Peter Dormer (ed.), The Culture of Craft Students, Essays by Students on the Victoria and Albert and Royal College of Art Course in History of Design     

From traditional to formal education in the lower Arabian Gulf, 1820–1971

This article charts the development of education in the lower Arabian Gulf from its traditional beginnings in the nineteenth century to the provision of more formal schooling and eventually a ministry of education following Britain's withdrawal from the region in 1971. In order to provide a better understanding of the complexities and relative advances and setbacks to this development, special emphasis is placed on the social, economic and political context of education's trajectory; including the lower Gulf's dependent relations with its Imperial protector and its reliance on foreign educational aid from Kuwait.     

Book Reviews

Book Reviewed in this Article: The Role of Design in International Competitiveness D. O. UGHANWA and M. J. BAKER Information Graphics: a Survey of Typographic, Diagrammatic and Cartographic Communication Peter Wildbur Discovering 19th Century Fashion: a Look at the Changes in Fashion through the Victoria and Albert Museum's Dress Collection ALEXANDRA BUXTON A Teacher's Guide to Using Portraits SUSAN MORRIS Discerning Art: Concepts and Issues G. W. HARDIMAN and T. ZERNICH     

Hofrat Dr. Adolf Hübl

George, seated midway back in Miss Tiffin's class, looked as though he might cause trouble. And he did. Not aware he was being watched, he poked Fred. Of course Fred poked back, and the fray was on. Both suddenly stopped, conscious of Miss Tiffin's hard glare. They looked up guiltily, expecting her to speak. She did. She was determined not to let her new class get out of hand. As she reprimanded Fred and George, she found herself becoming more angry. Her voice rose shrilly and her words became caustic. A few seconds later she realised her words weren't having the effect she intended. She wasn't handling the situation well. What had been a small disturbance seemed to spread. She just wasn't getting through. Suddenly she wished she had taken a different approach.     

Trends in speech

This article employs Kenneth Burke's notion of interlocked moments to examine the speech, “Sources of Our Strength,” delivered by Senator George S. McGovern on October 11, 1972, at Wheaton College in Wheaton, Illinois. A clear rhetoric of change emerges, indicating a quest for redemption as the preeminent motive inherent in McGovern's discourse.     

The Production Movement

The production movement has stirred up great activity at K'angta. According to the report of authorities at K'angta this movement has the following threefold significance:

Economically speaking, K'angta's operating expenses are covered by savings effected by reductions in clothing allotments and salary for all officers and soldiers of the Eighth Route Army and all officials of the Border Region government. This source is certainly not all that sufficient for K'angta's expenses. K'angta has already been operating for four semesters. The number of anti-Japanese cadres created and sent to the various battlefields is not less than several thousand. From a mere hundred persons in the first semester,* K'angta has already grown to five or six thousand students. The first semester's students were mostly former cadres of the Eighth Route Army. Now youths from not only each province of the whole nation but even from Malaya, Singapore, the Philippines, Thailand, Annam, Burma, Java and elsew here have traveled across land and water in considerable numbers to come to K'angta. While in one sense this is a manifestation of K'angta's progress, at the same time it cannot help but increase the school's financial problems. However, K'angta is a school for the resistance against Japan; it was born in response to the needs of the war and certainly cannot allow financial problems to stand in its way. On the contrary, it should increasingly adapt itself to the development of the war by further expanding. Therefore K'angta's authorities have resolved not to pay attention to any difficulties or hardships. In order to produce greater numbers of anti-Japanese cadres, to increase and strengthen the nations capacity for conducting the war of resistance, to win the final victory in the war against Japan, the school must continue to increase its recruitment of students. Thus the production movement has two functions economically. One is to increase the supply of provisions for each department; the other is to provide partial relief for the school's financial problems.     

Is There a Need for Transcendental Arguments in Discourse Ethics?

In this essay, James Scott Johnston examines Jürgen Habermas's transcendental justification of his discourse theory of morality. According to Johnston, the application of Habermas's theory to educational issues often assumes that this justification is a cogent one. However, if the theory is to provide reasoned and appropriate guidance for educators, the justification of discourse ethics requires closer examination. Johnston argues that Habermas's so‐called “weak” transcendental approach is in fact unsustainable because it fails to reconcile two conflicting schools of philosophical thought: Kant's transcendental idealism and George Herbert Mead's social pragmatism. Johnston concludes that a more plausible justification of the discourse ethical project can be achieved by rejecting Habermas's Kantianism and appealing solely to Mead's social pragmatic conception of rationality.     

SEEING WHAT IS NOT THERE YET: SOPHIA LYON FAHS,ENTELECHY, AND THE RELIGIOUS EDUCATION ASSOCIATION

This article offers a brief theological biography of Sophia Lyon Fahs, a religious educator whose life and work unfolded during the first seven decades of the Religious Education Association and reflected many of the identity-bearing modalities that continue to give shape and continuity to the organization. In 1972, Boardman Kathan, the General Secretary of the Religious Education Association, described Fahs as “one of the truly great pioneers of religious education in the 20th century, in the company of Harrison Elliott, Frank McMurry and George Albert Coe.” ^{2 2} Boardman Kathan, “A Pioneer Religious Educator: Sophia Lyon Fahs at 95, an interview,” UU World (February 1, 1972). Fahs anticipated many theological challenges to religious education that were ahead of her time. ^{3 3} Within the text of this article all quotes appear as they were originally written. No attempt has been made by the author to alter the quotes for the purpose of rendering them gender inclusive. Radically inclusive in all aspects of her theology and philosophy, it is evident that Sophia Lyon Fahs was following the literary style of her time and in no way intended gender exclusivity.

     

Peer Counseling in Colleges and Universities:

Peer counseling owes its beginnings to the paraprofessional movement of the '60s. During the last fifteen years, there has been a growing acceptance of peer counseling, particularly on college campuses. It can be defined as the active use of listening and problem-solving skills together with knowledge about growth and development by students in order to help, advise, and counsel other students. The peer counselor assists other students by clarifying thoughts and feelings, be exploring options, or providing needed information. The use of nonprofessionals in counseling roles has a systematic research history in the literature. Further, there is evidence that preparation for the role and reflection on experience as a peer counselor can be a powerful and enabling factor in individual and group development; through providing service to others, students exercise altruism and learn interdependence in the process of individuation. Recommendations are made for program structure, function, and evaluation; it is suggested that peer counseling programs fit well into a matrix of interventions aimed at assisting student development in a learning environment conductive to growth and developmental needs.     

George Wallis (1811–1891) and Ernest Beinfeld Havell (1861–1934): Juxtaposing Historical Perspectives on Nineteenth‐Century Drawing Books in England and India

Drawing books can be seen as a vital component to teaching and learning art. They serve as an excellent resource for understanding the historical context of teaching drawing. As the industrial revolution geared forward in the nineteenth century, drawing books became a crucial source for sharing and disseminating educational philosophies for the teaching of drawing as well as understanding artistic practices. Serving many informal and traditional educational contexts, drawing books can be seen as evidence of how people learned or were taught. Although many accounts of teaching of drawing are known, little is documented about the many drawing manuals developed by art educators in England and its colonies, specifically India. This article examines nineteenth‐century drawing books by George Wallis (1811–91) and Ernest Beinfeld Havell (1861–1934) and the subsequent influence of these books on art education in England and India. Through comparison between the different approaches of authoring these drawing books, one could argue that both Havell and Wallis pursued nationalistic and personal goals by juxtaposing the authoring styles of their books. It was evident that George Wallis’ authorship of his drawing books was grounded in his philosophy of education, appreciation for design education, and dedication to England. Havell's drawing books, on the other hand, attempted to provide students with the knowledge of Indian sculpture, architecture and painting thereby exposing them to India's artistic heritage as well as raising awareness about utilising Indian art as the basis of instruction at the Indian art schools as part of the larger Indian nationalist movement against British rule. Their histories cumulatively bring to print a specific account of drawing manuals used during the nineteenth century and their influence on the teaching and learning of drawing in England and India.     

The Populist Chameleon: The People's Party,Huey Long,George Wallace,and the Populist Argumentative Frame

This essay argues that a sustained form can be located in the complicated history of populist rhetoric. Despite its chameleonic qualities, the advancement of populism is constituted by alterations in the focus and content, not the structure, of populist activism. This structure, or what I term its argumentative frame, positions a virtuous people against a powerful enemy and expresses disdain toward traditional forms of democratic deliberation and republican representation. I trace these themes through the rhetoric of the People's Party, Huey Long, and George Wallace. I conclude by analyzing the link between populism's persistence in U.S. history and the nation's Founding.     

爱略特小说中的编织艺术与共同体意识——兼析《米德尔马契》中“网”的意象

乔治·爱略特的代表作《米德尔马契》中充斥着大量有关"网"的意象,这一设计是作者有意为之的,它凝结了爱略特对艺术和共同体的深刻洞见。文章从"网"的意象入手,从服饰、生活、叙事三方面,探究爱略特对个人与共同体关系的认识。     

Doing a science project: Gender differences during childhood

By adolescence, men's participation and achievement in science exceeds women's. This article reports a case study that examined the beginnings of this gender differentiation during a naturally occurring academic activity that was designed to support and guide young children's interest in doing science. Data were collected during 2 successive years of a science fair for children in Grades 1–6 of a progressive private school. A total of 268 projects were characterized in terms of achievement and area of science. Parents provided information about the way children selected and created projects. In both years and in all grade levels, boys tended to choose to work in the physical sciences, and girls in the biological and social sciences. Peer collaborations were exclusively same sex. Achievement and parental involvement were not gender related. Factors are discussed that might lead to an early divergence of boys' and girls' interests in science within a context that promotes its exploration. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 845–857, 1998.     

A learning place: Ten years in the life of a new kind of campus center

When George Mason University's Johnson Center opened a decade ago, it was on the leading edge of architectural design and innovative thinking about spaces for learning. Over time, the building has retained many of its revolutionary aspects even as it has accepted encroachments of conventionality.