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11.
Emmanuel Levinas writes of how the “call of conscience”; is a “primordial discourse”; that “interrupts”; the routines and language‐games that help organize and give meaning to a person's everyday existence. Levinas thus provides a way of thinking about the relationship between the call of conscience and rhetoric that advances what rhetorical theorists have so far claimed about this relationship. This essay develops the position that the call of conscience is a rhetorical interruption in its purest form. A case study is offered to illustrate how such an interruption manifests itself in the debate over the justifiability and social acceptability of physician‐assisted suicide. The specific rhetorical transaction in question occurred in cyberspace and lasted five months; it began when members of a disability civil rights group known as “Not Dead Yet!”; conducted what their opponents described as an “invasion”; of an electronic mailing list operated by the Euthanasia Research and Guidance Organization. 相似文献
12.
CHILDREN'S SPIRITUALITY AND “THE GOOD SHEPHERD EXPERIENCE” 总被引:1,自引:1,他引:0
Brendan Hyde 《Religious education (Chicago, Ill.)》2013,108(2):137-150
This article aims to explore the connections between a religious education curriculum's methodology in the Catholic Archdiocese of Melbourne, Australia and some contemporary theories about children's spirituality. “The Good Shepherd Experience” curriculum is intended for use with 5- and 6-year-old children in the first years of formal schooling. It forms a part of the To Know, Worship and Love religious education text based curriculum, directed for use by schools in the Archdiocese of Melbourne as a key text in the religious education curricula. In exploring connections with children's spirituality, this article analyzes “The Good Shepherd Experience” in terms of wonder (mystery-sensing, contingency, and dependability), play and imagination, and the ability to use religious language and concepts. 相似文献
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Edward P. Hyde P.W. Cobb H.M. Johnson W. Weniger 《Journal of The Franklin Institute》1920,189(3):331-369
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Brendan Hyde 《British Journal of Religious Education》2011,33(3):341-353
For more than 30 years, the thinking and writing of Jerome W. Berryman has made a significant and unique contribution to the religious education of children and adults in faith-based contexts. Claiming to be influenced primarily by the work of Maria Montessori, his writings reveal the purpose of religious education to be teaching children the art of using the Christian language system to play at the edges of knowing and being so as to creatively discern meaning and purpose in life. However, a close examination of his many journal articles and books reveal some anomalies in his approach to religious education when compared with the Montessori Method, in particular his focus on play as opposed to work, as well as creativity and the creative process, as opposed to Montessori’s grounding of the imagination in reality. These anomalies, explored in this paper, raise questions about the extent to which Berryman is, in fact, a true Montessorian. 相似文献
18.
Trentacosta CJ Criss MM Shaw DS Lacourse E Hyde LW Dishion TJ 《Child development》2011,82(5):1676-1690
This study investigated the development of mother-son relationship quality from ages 5 to 15 in a sample of 265 low-income families. Nonparametric random effects modeling was utilized to uncover distinct and homogeneous developmental trajectories of conflict and warmth; antecedents and outcomes of the trajectory groups also were examined. Four conflict trajectory groups and 3 warmth trajectory groups were identified. Difficult temperament in early childhood discriminated both conflict and warmth trajectory group membership (TGM), and adult relationship quality in early childhood was related to warmth trajectories. In addition, conflict TGM differentiated youth antisocial behavior during adolescence, and warmth trajectories predicted adolescent peer relationship quality and youth moral disengagement. Implications for socialization processes are discussed. 相似文献
19.
This article reports on the experiences of a group of deaf and hard-of-hearing alumni of Griffith University in south-east Queensland, Australia. Participants completed a survey answering questions about their communication patterns and preferences, working lives, career barriers or difficulties anticipated and encountered, and workplace accommodations used or sought. Results revealed a range of career barriers and workplace difficulties encountered by these participants, as well as solutions found and strategies used by them. Differences in employment sector, job-search activities, difficult workplace situations, and use of accommodations were noted between 2 groups: those who communicated primarily in Australian Sign Language and considered themselves to have a Deaf or bicultural identity and those who communicated primarily in spoken English and considered themselves to have a hearing identity. Implications for university services supporting deaf and hard-of-hearing students are outlined, and suggestions for further research are made. 相似文献
20.
A major source of controversy between Deaf people and those who support a "social/cultural" view of Deafness as "a life to be lived" and those who see deafness within a "medical model" as a "condition to be cured" has been over the cochlear implantation of young deaf children. Recent research has shown that there are noticeable inequities in access to such procedures in western countries; inequities that give rise to the need for informed public policy discussions. It has also found that parents of newly diagnosed deaf children are not provided with access to all the possibilities for their children-including that of a "Deaf life." How this information can be provided to parents and the public via widespread discussions in the media and elsewhere and involving Deaf people in the implantation counseling process is an issue that needs to be addressed by those responsible for implantation programs. 相似文献