Spontaneous And Deliberate Ways Of Learning
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Meaning and Method in Comparative Theology
| Author | : Catherine Cornille |
| Publisher | : John Wiley & Sons |
| Total Pages | : 228 |
| Release | : 2019-02-21 |
| Genre | : Religion |
| ISBN | : 1119535158 |
The first systematic overview of the field of comparative theology Meaning and Method in Comparative Theology offers a synthesis of and a blueprint for the emerging field of comparative theology. It discusses various approaches to the field, the impact of religious views of other religions on the way in which comparative theology is conducted, and the particularities of comparative theological hermeneutics. It also provides an overview of the types of learning and of the importance of comparative theology for traditional confessional theology. Though drawing mainly from examples of Christian comparative theology, the book presents a methodological framework that may be applied to any religious tradition. Meaning and Method in Comparative Theology begins with an elaboration on the basic distinction between confessional and meta-confessional approaches to comparative theology. The book also identifies and examines six possible types of comparative theological learning and addresses various questions regarding the relationship between comparative and confessional theology. Provides a unique and objective look at the field of comparative theology for scholars of religion and theologians who want to understand or situate their work within the broader field Contains methodological questions and approaches that apply to comparative theologians from any religious tradition Recognizes and affirms the diversity within the field, while advancing unique perspectives that might be the object of continued discussions among theologians Meaning and Method in Comparative Theology offers an important basis for scholars to position their own work within the broader field of comparative theology and is an essential resource for anyone interested in theology conducted in dialogue with other religious traditions. 2021 PROSE Finalist in the Theology & Religious Studies category.
Work-Related Learning
| Author | : Jan N. Streumer |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 405 |
| Release | : 2006-03-14 |
| Genre | : Education |
| ISBN | : 1402039395 |
Work-related learning can be broadly seen to be concerned with all forms of education and training closely related to the daily work of (new) employees, and is increasingly playing a central role in the lives of individuals, groups or teams and the agenda’s of organizations. However, as this area of study becomes more prominent, debates have opened about the nature of the field, as well as about its configurations and effects. For example, some authors have a broad definition of WRL and define it as learning for work, at work and through work, ranging from formal, through semi-structured to informal learning. Others prefer to use the concept of WRL mainly in connection to informal, incidental learning processes during work, leading to competent workplace learners. Formal and informal learning are distinguished from each other with respect to the level of intention (implicit/non-intentional/incidental versus deliberative/intentional/structured). Another point of discussion originates from the different ‘theoretical backgrounds’ of the authors: the ‘learning theorists’ versus the ‘organizational theorists’. The first group is mainly interested in the question of how learning comes about; the second group is predominantly interested in the search for factors affecting learning.
Contemporary Research and Perspectives on Early Childhood Mathematics Education
| Author | : Iliada Elia |
| Publisher | : Springer |
| Total Pages | : 319 |
| Release | : 2018-02-21 |
| Genre | : Education |
| ISBN | : 3319734326 |
This book brings together a collection of research-based papers on current issues in early childhood mathematics education that were presented in the Topic Study Group 1 (TSG 1) at the 13th International Congress on Mathematical Education (ICME-13), held at the University of Hamburg in 2016. It will help readers understand a range of key issues that early childhood mathematics educators encounter today. Research on early childhood mathematics education has grown in recent years, due in part to the well-documented, positive relation between children’s early mathematical knowledge and their later mathematics learning, and to the considerable emphasis many countries are now placing on preschool education. The book addresses a number of central questions, including: What is mathematical structural development and how can we promote it in early childhood? How can multimodality and embodiment contribute to early mathematics learning and to acquiring a better understanding of young children’s mathematical development? How can children’s informal mathematics-related experiences affect instruction and children’s learning in different mathematics content areas? What is the role of tools, including technology and picture books, in supporting early mathematics learning? What are the challenges in early childhood mathematics education for teachers’ education and professional development?
Handbook of Research and Policy in Art Education
| Author | : Elliot W. Eisner |
| Publisher | : Routledge |
| Total Pages | : 888 |
| Release | : 2004-04-12 |
| Genre | : Art |
| ISBN | : 1135612315 |
This work provides an overview of the progress that has characterized the field of research and policy in art education. It profiles and integrates history, policy, learning, curriculum and instruction, assessment, and competing perspectives.
Individual, School, and National Factors Impacting Teachers’ Workplace Learning
| Author | : Elena Jurasaite-O’Keefe |
| Publisher | : Routledge |
| Total Pages | : 259 |
| Release | : 2021-07-15 |
| Genre | : Education |
| ISBN | : 1000422224 |
By drawing on observation and detailed discourse analysis from interviews with teachers in Lithuanian and North American schools, this text identifies individual, school-specific, and national factors which impact teachers’ informal professional learning. Addressing multiple layers of teacher learning, this text illustrates how factors including socio-economic status, individual learning style, cultural attitudes to education, and political histories support or impede workplace learning. Drawing on three fields of research—teacher education, cultural anthropology, and comparative international—the book posits teacher learning as a multidimensional socio-cultural process. Finally combining a typology of informal learners with other policy-driven factors, the text indicates how practices at school, district, and national levels might stimulate workplace learning. Offering methodological innovations including unique research design and creative ways of using discourse analysis, this book will be of particular use to researchers and doctoral students in education, organizational and educational psychology, cultural anthropology, management, and beyond.
Brain and Art
| Author | : Idan Segev |
| Publisher | : Frontiers E-books |
| Total Pages | : 445 |
| Release | : 2014-12-18 |
| Genre | : Art |
| ISBN | : 2889193608 |
Could we understand, in biological terms, the unique and fantastic capabilities of the human brain to both create and enjoy art? In the past decade neuroscience has made a huge leap in developing experimental techniques as well as theoretical frameworks for studying emergent properties following the activity of large neuronal networks. These methods, including MEG, fMRI, sophisticated data analysis approaches and behavioral methods, are increasingly being used in many labs worldwide, with the goal to explore brain mechanisms corresponding to the artistic experience. The 37 articles composing this unique Frontiers Research Topic bring together experimental and theoretical research, linking state-of-the-art knowledge about the brain with the phenomena of Art. It covers a broad scope of topics, contributed by world-renowned experts in vision, audition, somato-sensation, movement, and cinema. Importantly, as we felt that a dialog among artists and scientists is essential and fruitful, we invited a few artists to contribute their insights, as well as their art. Joan Miró said that “art is the search for the alphabet of the mind.” This volume reflects the state of the art search to understand neurobiological alphabet of the Arts. We hope that the wide range of articles in this volume will be highly attractive to brain researchers, artists and the community at large.
Philosophy, Learning and the Mathematics Curriculum
| Author | : Xuehui Xie |
| Publisher | : BRILL |
| Total Pages | : 412 |
| Release | : 2019-02-18 |
| Genre | : Education |
| ISBN | : 9087902573 |
Mathematics curriculums used in progressive classrooms of the United States and in classrooms of the People’s Republic of China presuppose markedly different philosophies. Xie and Carspecken reconstruct different assumptions operating implicitly within mathematics curriculums developed by the Ministry of Education in China and NCTM in the United States. Each curriculum is constructed upon a deep structure holistically integrating presuppositions about the nature of the human self, society, learning processes, language, concepts, human development, freedom, authority and the epistemology and ontology of mathematical knowledge. Xie and Carspecken next present an extended discussion of the two main philosophical traditions informing these curriculums: dialectical materialism in the case of the Chinese mathematics curriculum, and Dewey’s instrumental pragmatism in the case of NCTM. Both philosophies were developed as movements out of Hegelian idealism while retaining the anti-dualist and anti-empiricist insights of Hegel’s thought. The history of dialectical materialism and Dewey’s instrumentalism is carefully examined by the authors to identify both similarities and sharp differences in the resulting mature philosophies. Drawing upon more recent philosophies of intersubjectivity (Brandom, Habermas) and dialectical materialist psychologies (Vygotsky, Luria), the authors conclude this book with arguments for overcoming the limitations of a purely instrumentalist framework and for expanding potentialities implicit within dialectical philosophies. This book will be of value to a broad audience, including mathematics educators, philosophers, curriculum theorists, social theorists, and those who work in comparative education and learning science.
The Significance of Consciousness
| Author | : Charles Siewert |
| Publisher | : Princeton University Press |
| Total Pages | : 385 |
| Release | : 1998-07-27 |
| Genre | : Psychology |
| ISBN | : 1400822726 |
Charles Siewert presents a distinctive approach to consciousness that emphasizes our first-person knowledge of experience and argues that we should grant consciousness, understood in this way, a central place in our conception of mind and intentionality. Written in an engaging manner that makes its recently controversial topic accessible to the thoughtful general reader, this book challenges theories that equate consciousness with a functional role or with the mere availability of sensory information to cognitive capacities. Siewert argues that the notion of phenomenal consciousness, slighted in some recent theories, can be made evident by noting our reliance on first-person knowledge and by considering, from the subject's point of view, the difference between having and lacking certain kinds of experience. This contrast is clarified by careful attention to cases, both actual and hypothetical, indicated by research on brain-damaged patients' ability to discriminate visually without conscious visual experience--what has become known as "blindsight." In addition, Siewert convincingly defends such approaches against objections that they make an illegitimate appeal to "introspection." Experiences that are conscious in Siewert's sense differ from each other in ways that only what is conscious can--in phenomenal character--and having this character gives them intentionality. In Siewert's view, consciousness is involved not only in the intentionality of sense experience and imagery, but in that of nonimagistic ways of thinking as well. Consciousness is pervasively bound up with intelligent perception and conceptual thought: it is not mere sensation or "raw feel." Having thus understood consciousness, we can better recognize how, for many of us, it possesses such deep intrinsic value that life without it would be little or no better than death.
