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Stephen H. Webb 《Teaching Theology & Religion》1999,2(3):143-153
By reclaiming the role of confession in the classroom, we can rethink the fundamental question of what it means to teach religion. That is, the project of thinking about the religious dimension of pedagogy should also force us to rethink religious studies in general. Pedagogy, after all, is not an incidental expression of religious commitments but is instead one significant place where the religious imagination takes shape and form. All religious reflection is confessional, because scholarship is only one form of pedagogy, and teaching is the act of saying who we are, where we are from, and where we are going. 相似文献
115.
Sam C Webb 《Journal of Vocational Behavior》1974,5(3):347-356
This study considers the feasibility of using the Inventory of Religious Activities of Interests and the extensive data for men associated therewith in the counseling of women who may be interested in entering occupations related to the Protestant Church. Mean scores on the ten scales of the Inventory for men and women in nine categories of church-related occupations and for the total sex groups were compared in respect to similarity of shape of mean score profile and in respect to the level of mean scores. In addition, the ability of the Inventory to differentiate among groups (11 for women; 10 for men) for the sexes separately was considered. The results suggest that while men and women as total groups appear to differ in their interests as measured by the IRAI, the data for men and women in the respective specialties are sufficiently similar in respect to profile shape and mean score level to justify the use of the Inventory and the normative data for men in the counseling of women. The results suggest the Inventory differentiates among subgroups of men more effectively than it does among subgroups of women. But there are data to suggest that this difference may be more apparent than real. 相似文献
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M E Webb 《Journal of the history of the behavioral sciences》1988,24(2):202-211
In 1749 David Hartley published his Observations, a work of great historical significance, yet the history of the Observations has been frequently debated. Establishing an accurate history of the Observations is, therefore, warranted. This has been undertaken here by reexamining known source materials, as well as additional primary documents not previously applied to Hartley studies. Significant historical information has been gleaned from transcribing the Hartley-Lister shorthand correspondence. The synthesis of material from these sources has led to a new history of the stages of conceptual development, composition, and publication of Hartley's Observations that differs substantially from previous accounts. 相似文献
118.
The night sleep of sixteen 50-60-year-old women, which had been preceded by either afternoon naps or no-nap control periods, was assessed by polygraphic and subjective measures. There were 2 nap and 2 non-nap nights. The naps were limited to a 1-hr opportunity. The measures of all subjects, good nappers (more than 20-min sleep on both nap occasions), and subjects with 50-min or more nap time, were separately analyzed. The null hypothesis of a nap effect could not be rejected. Within limits, naps may be recommended to offset the common night-time awakenings in older persons. 相似文献
119.
Recording methods and visual scoring criteria of sleep records: comments and recommendations 总被引:1,自引:0,他引:1
W B Webb 《Perceptual and motor skills》1986,62(2):664-666
120.
Dwight Webb Gerald J. Pine Dugald Arbuckle 《Journal of counseling and development : JCD》1979,58(1):39-45
Dugald S. Arbuckle, an advocate of human rights in counseling and writer on the implications of existential humanistic thought in psychotherapy and education, reflects on the roots of his humanistic thinking from his boyhood days in the mining country of the Western Canadian Rockies through more than 30 years of teaching and private practice. A major contributor to the literature that has shaped counseling and psychotherapy, Arbuckle is the founder of the graduate Program in Humanistic Counseling at Boston University and served as president of the American Personnel and Guidance Association (1959–60). In this dialogue he discusses a wide and provocative range of ideas with a former student, Gerald J. Pine, currently Professor of Counselor Education at the University of New Hampshire. 相似文献