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Author: Yves Congar
Publisher:
ISBN: 9780536001733
Category : Theology, Doctrinal
Languages : en
Pages : 0
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Book Description
Author: Yves Congar
Publisher:
ISBN: 9780536001733
Category : Theology, Doctrinal
Languages : en
Pages : 0
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Book Description
Author: David S. Dockery
Publisher: Crossway
ISBN: 1433556561
Category : Religion
Languages : en
Pages : 426
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Book Description
Our world is growing increasingly complex and confused—a unique and urgent context that calls for a grounded and fresh approach to Christian higher education. Christian higher education involves a distinctive way of thinking about teaching, learning, scholarship, curriculum, student life, administration, and governance that is rooted in the historic Christian faith. In this volume, twenty-nine experts from a variety of fields, including theology, the humanities, science, mathematics, social science, philosophy, the arts, and professional programs, explore how the foundational beliefs of Christianity influence higher education and its disciplines. Aimed at equipping the next generation to better engage the shifting cultural context, this book calls students, professors, trustees, administrators, and church leaders to a renewed commitment to the distinctive work of Christian higher education—for the good of the society, the good of the church, and the glory of God.
Author: Arthur N. Applebee
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 328
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Book Description
Author:
Publisher: BRILL
ISBN: 9004680322
Category : Religion
Languages : en
Pages : 191
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Book Description
This book focuses on the crucial role of teaching in the process of tradition. The various essays present case studies, written by specialists in the field, on themes drawn from the biblical, Jewish and Christian practice of ‘tradition’, the passing on of faith from generation to generation. Underlying these essays is the conviction that teaching is a privileged context for the study of tradition, since it always both preserves and renews tradition. There is no tradition without teaching, in which the past is interpreted in the present and the present is seen in the light of the past. Contributors are: Jan Bouwens, Rob V.J. Faesen, Leon Mock, Jos Moons, Krijn Pansters, Henk J. M. Schoot, Rudi A. te Velde, Archibald L. H. M. van Wieringen, and Ruben J. van Wingerden.
Author: Ian Westbury
Publisher: Routledge
ISBN: 1136601716
Category : Education
Languages : en
Pages : 342
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Book Description
This volume presents a mix of translations of classical and modern papers from the German Didaktik tradition, newly prepared essays by German scholars and practitioners writing from within the tradition, and interpretive essays by U.S. scholars. It brings this tradition, which virtually dominated German curricular thought and teacher education until the 1960s when American curriculum theory entered Germany--and which is now experiencing a renaissance--to the English-speaking world, where it has been essentially unknown. The intent is to capture in one volume the core (at least) of the tradition of Didaktik and to communicate its potential relevance to English-language curricularists and teacher educators. It introduces a theoretical tradition which, although very different in almost every respect from those we know, offers a set of approaches that suggest ways of thinking about problems of reflection on curricular and teaching praxis (the core focus of the tradition) which the editors believe are accessible to North American readers--with appropriate "translation." These ways of thinking and related praxis are very relevant to notions such as reflective teaching and the discourse on teachers as professionals. By raising the possibility that the "new" tradition of Didaktik can be highly suggestive for thinking through issues related to a number of central ideas within contemporary discourse--and for exploring the implications of these ideas for both teacher education and for a curriculum theory appropriate to these new contexts for theorizing, this book opens up a gold mine of theoretical and practical possibilities.
Author: Diane Musumeci
Publisher: McGraw-Hill Humanities, Social Sciences & World Languages
ISBN:
Category : Education
Languages : en
Pages : 164
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Book Description
This text offers a supplement to any foreign language methods class. It describes and analyzes the centuries old struggle between the two approaches to teaching a second language: grammar accuracy versus whole language/communication.
Author: C. H. Knoblauch
Publisher: Heinemann Educational Books
ISBN:
Category : Education
Languages : en
Pages : 200
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Book Description
The argument of this book is that the earliest tradition of Western rhetoric, the classical perspective of Aristotle and Cicero, continues to have the greatest impact on writing instruction--albeit an unconscious impact. This occurs despite the fact that modern rhetoric no longer accepts either the views of mind, language, and world underlying ancient theory or the concepts about discourse, knowledge, and communication presented in that theory. As a result, teachers are depending on ideas as outmoded as they are unreflectively accepted. Knoblauch and Brannon maintain that the two traditions are fundamentally incompatible in their assumptions and concepts, so that writing teachers must make choices between them if their teaching is to be purposeful and consistent. They suggest that the modern tradition offers a richer basis for instruction, and they show what teaching from that perspective looks like and how it differs from traditional teaching.
Author: Arthur N. Applebee
Publisher: University of Chicago Press
ISBN: 9780226021232
Category : Education
Languages : en
Pages : 162
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Book Description
“Applebee's central point, the need to teach 'knowledge in context,' is absolutely crucial for the hopes of any reformed curriculum. His experience and knowledge give his voice an authority that makes many of the current proposals on both the left and right seem shallow by comparison.”—Gerald Graff, University of Chicago
Author: John J. Piderit
Publisher: Oxford University Press on Demand
ISBN: 0199795304
Category : Education
Languages : en
Pages : 491
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Book Description
The Catholic intellectual tradition is broad, and covers a wide array of academic disciplines. In their book, John Piderit, Melanie Morey, and their contributors take a disciplinary approach to the Catholic intellectual tradition. Each chapter focuses on one academic discipline or major that is taught at the undergraduate level in most colleges or universities, including English literature, political theory, psychology, business economics, and law.
Author: Daniel Seseske
Publisher: Word on Fire Classics
ISBN: 9781943243662
Category : Religion
Languages : en
Pages : 0
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Book Description
Catholic social teaching--when it is not distorted or misrepresented--is famously confounding to the pundits and politicos, both left and right. How can the Catholic Church simultaneously advocate against abortion and assisted suicide but for immigration reform and attention to the poor? How can it stand against the abuse of the environment and for the free market, against the death penalty and for the family? This unique Word on Fire Classics collection aims to bring the both/and of the Church's social teaching into sharp relief. That teaching comes roaring out of the Old Testament prophets and the New Testament, into the writings of the Church Fathers, and down through the Church's encyclicals and in the writings of the saints. The Catholic Social Teaching Collection encompasses all of these different dimensions of the Church's history. But its purpose is not just to reveal the ethical and historical breadth of Catholic social teaching; it is to reveal its metaphysical heart--namely, God. With God out of the picture, it is indeed hard to make sense of the array of opinions the Church holds. But with God at the heart of things, the positions fall into harmony, much like the medallions in a rose window. If God exists, then every individual person is a subject of rights, freedom, and dignity. If God exists, then no one is expendable and everyone is equally worthy of respect.
