Cultivating Hope Through Learning for the Common Good

This article examines how an orientation toward hope can guide institutions of higher education in achieving their ultimate purpose of providing education for the common good of society. In today's cultural context, colleges and universities must navigate a multitude of challenges and competing philosophies, many of which question the validity of their inherent value and purpose. As society continues to press questions of market relevance, sustainability, accessibility, quality, and the value of higher education, a basic question remains: How, amid all of these challenges, can today's postsecondary institutions contribute to the cultivation of a better society? In this regard, faith-based colleges and universities can offer guidance. By carrying out their distinctive mandate of infusing their educational mission with the holistic character formation of students, these institutions can promote the common good by coupling the Gospel message of personal hope in Jesus Christ with the call to cultural influence and transformation. To demonstrate this concept, a framework is offered that describes both a starting point—a biblical foundation for understanding humanity and hope—and a pathway through learning. The application of this framework—uncommon learning for the common good—invites implications for curricular design, the facilitation of learning, and institutional leadership that faculty and administrators from across the spectrum of higher education may find timely and relevant to their own learning contexts.     

心路历程--单词

Welcome to our eleventh column. It is said that when Confucius was asked what his first deed would be if he were to be made Emperor of China, he replied, "I would re-establish the precise meaning of words."Our lives are filled with words. These are the wordswe read, the words we speak, and the words we listen to or try not tolisten to.Words govern our lives.     

Students’ Emotive Reasoning Through Place-Based Environmental Socioscientific Issues

Research in Science Education - Engaging environmental socioscientific issues (SSI) requires navigating diverse positions regarding people and nature. This qualitative investigation determined how...     

How Parents Feel About Their Child’s Teacher/School: Implications for Early Childhood Professionals

The purpose of this article is to describe the effects that parent perceptions of their relationships with teachers have on parent involvement. After providing a brief review of literature identifying the importance of parent–teacher relationship formation, the authors provide suggestions for early childhood educators that will help them establish and maintain productive relationships with the families that they serve.     

心路历程--外科手术

一生之中,我们成长的过程就是不断超越自己的过程。不同的经历、不同的体验让我们的生活变得更加丰富,也让我们更加珍惜生活的每一个成功、每一个挫折所带来的感受。     

Innovative techniques for advanced writing classes: Modification of point of view

Changing narrators in a literary passage is a pedagogical technique that can enliven composition, yet which still presents a challenge to students. Assuming the original narrator to be omniscient, any new narrator's perception of a situation can only be fragmentary. The challenge lies in giving that new narrator total awareness of events, and in doing so logically. This means rearranging events, modifying the text, and essentially recreating it. The degree of difficulty can be increased by selecting as narrator a character with limited perception of a situation, or one totally absent from the story. For an added dimension of novelty and challenge, the passage can be narrated from the perspective of an inanimate object.His training was in medieval French literature, and he published articles on the chansons de geste in a number of journals over the years. Beginning quite recently, he has become more interested in pedagogy, i.e., the teaching of French, civilization, creative writing, etc. He has written articles that have appeared and are scheduled to appear in such journals as French Review, Contemporary French Civilization, ADFL Bulletin, on such varied topics as Business French, Creative Writing, and the French Liberation. He received his Ph.D. from Stanford University.     

Modifying socially withdrawn behavior: A playground intervention for students with internalizing behaviors

There is little research regarding interventions for children with internalizing behaviors in schools, both within classrooms and in nonclassroom environments. In response to this need, a nonclassroom treatment package, consisting of (a) social skills instruction, (b) mediated self‐management, and (c) a reinforcement system, was implemented to modify the socially withdrawn behavior of 3 elementary students. The effects of this treatment package were evaluated on the school playground—during recess—by recording both the number of communicative acts and the total time spent engaged in appropriate peer play for each target student. All target students showed marked improvement in their playground, social interaction. Future research should be conducted with similar populations, using variations of the described methods in other school settings. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 779–794, 2007.     

Keeping Students Out of Mary’s (Class)room

Science & Education - Whilst many science educators, it is reported, associate knowledge with justified true belief (JTB), epistemologists have observed that the JTB model is an incomplete...