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George A. Coe LL.D. 《Religious education (Chicago, Ill.)》2013,108(4):420-424
This article attempts to develop a practical theology of resistance for religious education. It is inspired by the struggle of indigenous people in Guatemala in their memorialization of the Rio Negro Massacre in Guatemala, celebrations of International Women's Day, and the creation of a school for survivors of the violence surrounding Rio Negro. Remembrance, relationship-building, and reclaiming space will be suggested as practices to be employed by religious education. This article proposes that these three interrelated elements are integral to religious education. It concludes that a theology of resistance equipped with these three aspects promotes and deepens a practice of faith, emunah, to nourish. 相似文献
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Henry N. Snyder LL.D. 《Religious education (Chicago, Ill.)》2013,108(1):54-61
Teacher‐training programs for Jewish educators in the United States have de‐emphasized the Hebrew language as an essential element in their curricula. Research in the field of sociolinguistics points to the relationship of language, culture, and identity. It is the purpose of this paper to point out the intimate relationship between Hebrew language and Jewish culture and identity. The de‐emphasis of Hebrew‐language learning leads teachers to present a culture and religion which does not properly reflect the texts, culture, and practice that form the base of Jewish tradition. The need to transmit an authentic tradition effectively requires an awareness and understanding of the centrality of Hebrew in the training of Jewish teachers. 相似文献
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Samuel C. Mitchell LL.D. 《Religious education (Chicago, Ill.)》2013,108(2):104-108
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