THE RELIGIOUS TRAINING OF CHILDREN

Silence needs to be shown to be taught. This is because the nonverbal, which is a different way of referencing the world than symbols, cannot be translated into words. Teaching silence is of special importance today because of the connection between silence and the creation of existential meaning, as well as the functioning of the creative process itself. The loss of silence in our culture will result in the loss of religious meaning and the impairment of creativity. Without deep meaning and the creative process the human species is at risk.     

论邓小平在接班人问题上所做的历史性贡献

笔者提出评判历史性贡献的三个标准及邓小平的第三项历史性贡献：选择并选举了我党合适的接班人;创立并起始了有中国特色的“领导核心交接制”。从学术角度对这项历史性贡献进行阐述,有助于从不同角度全面理解邓小平理论。笔者对社会主义科学体系中接班人理论与其他社会主义国家接班人问题的研究提出了新观点。     

释义训练方法在翻译教学中的应用探究

翻译就是从一种语言到另一种语言的转换。不同语言有着不同的表达习惯与思维习惯。译者在翻译的过程中不得不从一种语言表达习惯和思维习惯转换为另一种语言表达习惯和思维习惯。释义训练要求受训者使用不同的语言表达方式和不同的思维顺序,从而实现了对原文思维习惯和表达习惯的超越,应该成为翻译人才培养过程中的重要训练手段。     

非计算机专业计算机业余培训的探讨

本文旨在探讨在当今信息社会中 ,对非计算机专业的学生进行计算机业余培训的重要性、必要性、可行性     

乌兰夫对民族法制工作的重要贡献

乌兰夫直接领导了内蒙古自治区民主改革及社会主义改造和社会主义建设实践。乌兰夫在这一过程中提出的有关法制建区和民族立法思想对西部开发进程中更加完善我国民族区域自治制度、加强民族法制建设、成功解决我国民族问题和对全面建设小康社会、构建和谐社会、维护国家统一和民族团结都具有重大意义。     

THE CONTRIBUTIONS OF HOWARD YALE McCLUSKY TO AN EVOLVING DISCIPLINE OF EDUCATIONAL GERONTOLOGY

The development of interest, knowledge, and professional involvement in educational gerontology has been evolutionary. Knowledge from various disciplines has contributed to this development. Howard Mc‐Clusky, professor emeritus of adult education and educational psychology at the University of Michigan, has made many valuable contributions. His advocacy of limitless human potential throughout life has included work toward the development of knowledge about adults as learners and corresponding instructional needs. McClusky's development of a “theory of margin” has facilitated an understanding of the need to balance in the later years those stresses and demands (load) on a person with his or her coping resources (power). He also has provided insights to program developers regarding the importance of time perceptions and differences in how learning needs are categorized. He calls for intergenerational approaches to older adult instruction efforts and provides some optimistic hope for the future of educational gerontology.     

THE TASKS OF ACADEMIES OF SCIENCES AND THE REFORM OF THE HUNGARIAN ACADEMY OF SCIENCES

The different national Academies of Sciences are as varied as their individual histories and the societies of which they are a part. At the same time, they all have certain characteristics in common. An Academy is usually the highest ranking scientific body in its country. It is independent of higher education institutions, of political parties, and of the state, even if it receives state subsidies. Among the special features of the Hungarian Academy of Sciences, one can cite the fact that its General Assembly includes two hundred representatives of the Hungarian scientific community who serve three‐year terms but cannot participate in elections for new Academy members and that its forty research institutes and eighty research groups that are located and function in universities have a high degree of autonomy in regard to the Academy as such.     

SOME QUESTIONS ABOUT EDUCATIONAL POLICY AND THE SOCIAL SCIENCES

In this article I examine my struggles as a White teacher educator creating discourse around race with my preservice students. I use my own struggles to highlight how White members of a teacher education faculty do, and more often do not, address race either with our preservice teachers or among ourselves. In particular, I explore the implications of "colorblindness" for teacher education. I conclude with suggestions for ways in which Colleges of Education can support White faculty members as they move beyond colorblindness toward racial consciousness.     

TRAINING OLDER ADULTS TO USE THE COMPUTER: ISSUES RELATED TO THE WORKPLACE,ATTITUDES, AND TRAINING

The number of computer‐illiterate older adults in the workplace in expected to increase as the number in that age group grows, creating a need for computer training. Negative stereotypes of the incompetent older adult have not been supported by research. Older adults’ attitudes toward the computer do improve with positive experiences with the computer. Also, training studies show that older adults can learn how to use the computer, but need approximately twice as long to complete training as young adults. Factors that are important for computer training in this population are discussed.     

不可忽视的培训资源——校长经验知识

经验知识是宝贵的培训资源 ,校长培训中开发利用校长经验知识有利于增强培训的针对性和实效性 ,有效地做到理论联系实际 ;有利于促使培训者在理论上的提高和思考 ,并为教育理论研究提供不竭的源泉。开发经验知识资源要做到经验知识的公开化、理论化 ,并对经验知识加以反思、升华 ,以达到我们的培训目标。     

THE TRAINING OF EDUCATORS OF ADULTS

What is described in this article is a project for the training of para‐professionals for adult education programmes (AE), namely, people who will be able to lead adult education without having previously acquired the necessary professional background. The project is being carried out on an experimental basis by means of an agreement between the Ministry of Education (MEC) of Spain and the Universities of Val‐ladolid and Salamanca. Community development, the basic idea underlying adult education programmes, revolves around four themes: vocational training; education directed at fostering the awareness of students of their rights and responsibilities as citizens; personal growth; and the acquisition of basic literacy. This programme is conducted in three stages: acquisition of basic knowledge via courses on theory; practical classes and workshops; and monitored practical training classes. By means of this experimental course programme, the Spanish university system is opening itself up to the training of educators of adults as a new if still minor area in the field of social education.     

TEACHING THE GOD IDEA TO YOUNG CHILDREN

The typical Jewish child's Jewish education ends with his or her Bar or Bat Mitzvah which, more than likely, focused on the acquisition of practical synagogue skills. As they grow older, these young Jewish adults will more than likely learn far more about Christianity, Islam, Buddhism, and other religious traditions in the course of their college and university educations whereas they will still only have a simplistic, child's understanding of their own religious tradition. As a result, most young Jews today possess only a superficial understanding of Judaism which cannot possibly compete for their spiritual loyalty or serve as a focus for future study.