PEDAGOGY OF PRAISE PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download PEDAGOGY OF PRAISE PDF full book. Access full book title PEDAGOGY OF PRAISE by Jeffrey P. Greenman. Download full books in PDF and EPUB format.
Author: Jeffrey P. Greenman
Publisher: Regent College Publishing
ISBN: 9781573835329
Category : Religion
Languages : en
Pages : 110
Get Book
Book Description
This brief and accessible book by the president of one of North America's leading graduate schools of theology is meant to help Christians make connections between Sunday worship and the rest of life. It aims to support and encourage Christians around the world in their efforts to live out a deeper, more integrated faith. The Pedagogy of Praise is addressed to a wide audience of Christians who care about worship, discipleship, spiritual growth, and Christian character and seek challenge and encouragement. It will initiate new discussions in adult education courses, discipleship programs, and small groups, and it will prove useful for students in Bible schools, Christian universities, and theological colleges. Pastors, worship leaders, and music directors will likewise find insights that will enrich their understanding of congregational worship.
Author: Jeffrey P. Greenman
Publisher: Regent College Publishing
ISBN: 9781573835329
Category : Religion
Languages : en
Pages : 110
Get Book
Book Description
This brief and accessible book by the president of one of North America's leading graduate schools of theology is meant to help Christians make connections between Sunday worship and the rest of life. It aims to support and encourage Christians around the world in their efforts to live out a deeper, more integrated faith. The Pedagogy of Praise is addressed to a wide audience of Christians who care about worship, discipleship, spiritual growth, and Christian character and seek challenge and encouragement. It will initiate new discussions in adult education courses, discipleship programs, and small groups, and it will prove useful for students in Bible schools, Christian universities, and theological colleges. Pastors, worship leaders, and music directors will likewise find insights that will enrich their understanding of congregational worship.
Author: Catherine Petrany
Publisher: Mohr Siebeck
ISBN: 9783161542725
Category : Religion
Languages : en
Pages : 272
Get Book
Book Description
The presence of didactic, wisdom-like passages in the Book of Psalms presents a puzzle because it suggests a non-liturgical origin and pedagogical aim distinct from the more dominant psalmic language of lament and praise. Catherine Petrany argues for a literary and theological approach to the question of wisdom's role in the psalms that accounts for its meaningful integration with these other kinds of discourse. The unique contextualization of wisdom motifs in the psalms creates a pedagogical platform unique to the book, one related to but distinct from the pedagogies of the biblical wisdom corpus. Human wisdom speech in the psalms points beyond the classroom to the congregation and asks its hearers to become speakers, that is, to enter into conversation with the divine.
Author: Wendy Bishop
Publisher: Heinemann Educational Books
ISBN: 9781893056084
Category : American poetry
Languages : en
Pages : 0
Get Book
Book Description
Front to back, this can't-put-it-down book offers creative writing by teachers about teaching writing.
Author: Timothy J. Shaffer
Publisher: MSU Press
ISBN: 1628953012
Category : Political Science
Languages : en
Pages : 271
Get Book
Book Description
As the public purposes of higher education are being challenged by the increasing pressures of commodification and market-driven principles, Deliberative Pedagogy argues for colleges and universities to be critical spaces for democratic engagement. The authors build upon contemporary research on participatory approaches to teaching and learning while simultaneously offering a robust introduction to the theory and practice of deliberative pedagogy as a new educational model for civic life. This volume is written for faculty members and academic professionals involved in curricular, co-curricular, and community settings, as well as administrators who seek to support faculty, staff, and students in such efforts. The book begins with a theoretical grounding and historical underpinning of education for democracy, provides a diverse collection of practical case studies with best practices shared by an array of scholars from varying disciplines and institutional contexts worldwide, and concludes with useful methods of assessment and next steps for this work. The contributors seek to catalyze a conversation about the role of deliberation in the next paradigm of teaching and learning in higher education and how it connects with the future of democracy. Ultimately, this book seeks to demonstrate how higher education institutions can cultivate collaborative and engaging learning environments that better address the complex challenges in our global society.
Author: Gill Robins
Publisher: Routledge
ISBN: 1136305211
Category : Education
Languages : en
Pages : 170
Get Book
Book Description
Anyone who spends time with children knows that praise works. It is a powerful motivator - praising children for good behaviour or good work builds self- esteem and self-confidence. Children love to collect stickers, certificates and rewards – so what better way is there to shape behaviour, encourage good work habits and produce confident learners? Teachers and parents alike know that praise is effective – we use it every day and we see the positive effect that it has on our children. However, constructivist practitioners would argue that praise in any form creates hierarchies and competition in the classroom, has little effect on genuine learning and is invasively judgemental rather than supportive. Constructivists would further argue that self-esteem cannot be built by external agency – teachers and parents can only create an appropriate environment in which a robust sense of ‘self’ can grow and develop. This book challenges traditional, embedded thinking about the role of praise. It questions the assumptions we make about developing self-esteem, about the ability of children to form their own independent judgements and the choices that children make regardless, rather than because of, contingent praise. What happens when children are praised? Read this book, listen to what children really think and challenge your own assumptions. Features include: Case studies and children’s work samples; Points for reflection which could be used for CPD sessions; Appendices containing behaviour policy samples; Pupil, teacher and parental perspectives. This book is aimed at practising and training Primary school teachers. It would also be suitable for NQTs who are starting to shape their own practice, experienced teachers who want to develop and question their own practice and students on BA Hons and PGCE courses.
Author: Herner Saeverot
Publisher: Springer Science & Business Media
ISBN: 9462091943
Category : Education
Languages : en
Pages : 104
Get Book
Book Description
While existential issues perhaps concern people the most, today’s education is not as preoccupied with such issues. Instead, education is becoming more uniform and streamlined; more and more one-sidedly directed towards what is useful. The purpose of this book is to focus on education’s existential dimension. Such a focus requires at least three things. Firstly, we need to justify why it is necessary to reconnect with existentialism in education. Secondly, we need to undergo an examination of the quality of existential education, so that we can have a basis as to what kind of educational interests teachers should have. Thirdly, we need to gain knowledge about how teachers may teach in light of existential matters. However, to teach in light of existence is highly paradoxical in that existence cannot be forced on someone, but is rather a subjective matter. Teaching which is non-ironical or too direct can thus be very problematic concerning existential issues. The reason being that there is no objective truth in terms of existence. There is only a matter of subjective or existential truth, which is only true for the single individual. Therefore, the book suggests that the approach teachers’ take must be discrete and indirect so as to create room for students to take responsibility for their subjective truth. Such an indirect pedagogy is not a programme, but rather a form of existential education. The overall aim of the book is, by way of introducing and developing the concept of indirect pedagogy, to extend and reinvent the language of teaching.
Author: Molefi Kete Asante
Publisher: Academy
ISBN: 9780982532744
Category : Education
Languages : en
Pages : 156
Get Book
Book Description
Molefi Kete Asante is the seminal theoretician of Afrocentric infusion into curriculum by virtue of four of his 82 books being directly related to examining and advancing an agency centered ideological position in the realm of education, culture, and science. In Afrocentricity, The Afrocentric Idea, An Afrocentric Manifesto, and The Pyramids of Knowledge. Asante's book are widely read and consulted and have become inspirational for educators in the United States, South Africa, Nigeria, Canada, and Brazil. Born in Valdosta, Georgia, of Yoruba and Nubian DNA heritage, Asante studied communication and history at the University of California, Los Angeles where he received his doctorate at the age of 26. After teaching at Purdue, UCLA, Florida State, Howard University, SUNY-Buffalo, and the Zimbabwe Institute for Mass Communication, he moved to Philadelphia where he founded the first PhD program in African American Studies. Revolutionary Pedagogy is Asante's passionate appeal to teachers to take what George Dei has called a "transgressive" position toward the status quo of education. Since Molefi Kete Asante's first work with school districts in Baltimore, Maryland and Chester, Pennsylvania in the early 1990s he has become one of the most popular experts on teacher development and Afrocentric training of administrators, teachers and community leaders. Having worked for schools from California to New York and many districts in between, Dr. Asante knows the terrain as well as any one. Asante is currently professor and chair of the Department of Africology and African American Studies at Temple University. He holds a Guest Professorship at Zhejiang University in Hangzhou and is Professor Extraordinarius at the University of South Africa. "The book, Revolutionary Pedagogy, is sure to become one of the most important weapons in the battle for the lives and minds of African American children. I believe that all stakeholders, including parents and community leaders, scholars and schoolteachers, will be well served by this provocative book." - George Sefa Dei, University of Toronto
Author: Taylor Mali
Publisher: Penguin
ISBN: 1101577363
Category : Education
Languages : en
Pages : 131
Get Book
Book Description
In praise of the greatest job in the world... The right book at the right time: an impassioned defense of teachers and why we need them now more than ever. Teacher turned teacher’s advocate Taylor Mali inspired millions with his original poem “What Teachers Make,” a passionate and unforgettable response to a rich man at a dinner party who sneeringly asked him what teachers make. Mali’s sharp, funny, perceptive look at life in the classroom pays tribute to the joys of teaching…and explains why teachers are so vital to our society. What Teachers Make is a book that will be treasured and shared by every teacher in America—and everybody who’s ever loved or learned from one.
Author: John McCarthy
Publisher: Rowman & Littlefield
ISBN: 1475825722
Category : Education
Languages : en
Pages : 202
Get Book
Book Description
How do we educate so all can learn? What does differentiation look like when done successfully? This practical guide to differentiation answers these questions and more. Based on national and international work, McCarthy shares how educators finally understand how differentiation can work. Bridging pedagogy and practice, each chapter addresses a key understanding for how good teaching practices can include differentiation with examples and concrete methods and strategies. The book is constructed to differentiate for diverse educators: veteran of many years to the pre-service teacher, classroom teacher leader to administrator as instructional leader, and coaches for staff professional development: Presents common language for staff discussing learner needs. Provides structures for designing powerful learning experiences so all can learn. Includes chapter reflection questions and job-embedded tasks to help readers process and practice what they learn. Explore a supporting website with companion resources. All learners deserve growth. All teachers and administrators deserve methods and practices that helps them to meet learner needs in an ever challenging education environment. Take this journey so all can learn.
Author: Steven Edward Harris
Publisher: University of Notre Dame Pess
ISBN: 0268105243
Category : Religion
Languages : en
Pages : 503
Get Book
Book Description
Theologians today are facing a crisis of identity. Are they members of the academy or the church? Is it still possible to be members of both? In God and the Teaching of Theology, Steven Harris argues a way through the impasse by encompassing both church and academy within the umbrella of the divine economy. To accomplish this, Harris uses St. Paul’s description of this economy in the opening chapters of his first letter to the Corinthians. Through Paul’s discussion of wisdom, the Spirit, and the apostles’ role in sharing that divine wisdom, theologians of the patristic, medieval, and Reformation eras found a description of their own work as educators; they discovered that they too had roles within the same divine economy. This book thus offers a rich description of the teaching of theology as part of God’s own divine pedagogy, stretching from God the teacher himself, through the nature of students and teachers of theology, to the goal of this pedagogy: human salvation in the knowledge of God. In addressing the current identity crisis of theology faculties, Harris looks backward in order to chart a way forward. His book will appeal to academic theologians, and to theological and church educators, pastors, and Christians interested in the relationship between academic study and their faith.
