全文获取类型
收费全文 | 150篇 |
免费 | 42篇 |
出版年
2023年 | 5篇 |
2021年 | 4篇 |
2020年 | 9篇 |
2019年 | 11篇 |
2018年 | 22篇 |
2017年 | 22篇 |
2016年 | 11篇 |
2015年 | 16篇 |
2014年 | 12篇 |
2013年 | 14篇 |
2012年 | 2篇 |
2010年 | 2篇 |
2009年 | 4篇 |
2008年 | 10篇 |
2007年 | 1篇 |
2006年 | 4篇 |
2005年 | 5篇 |
2004年 | 4篇 |
2003年 | 3篇 |
2002年 | 6篇 |
2001年 | 5篇 |
2000年 | 5篇 |
1999年 | 1篇 |
1998年 | 1篇 |
1997年 | 3篇 |
1996年 | 1篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1991年 | 3篇 |
1990年 | 2篇 |
1988年 | 1篇 |
排序方式: 共有192条查询结果,搜索用时 15 毫秒
111.
Forrest Clingerman 《Teaching Theology & Religion》2014,17(3):217-220
Reflecting on the complementary pedagogical models on teaching courses related to religion and the environment presented in this issue of the journal by Kevin O'Brien (“Balancing Critique and Commitment”) and Jennifer Ayres (“Learning on the Ground”), I suggest ways in which these essays form a conversation about teaching. Together, O'Brien and Ayres show how the classroom must acknowledge the materiality and embodied nature of learning, the emotional and intellectual levels of commitment, and the place of critical reflection on our everyday practices and actions. O'Brien and Ayres show the benefits of more fully reflecting on the ecology of the classroom – the relationship between individual members of the educational community, and the educational environment itself – in religious studies and theology. 相似文献
112.
Andrew Mbuvi James Ashmore Alice Ogden Bellis Robert Wafawanaka Randall C. Bailey Dora Mbuwayesango Michael Willett Newheart 《Teaching Theology & Religion》2014,17(2):141-164
This Forum collects the papers presented at a 2010 panel at the Society of Biblical Literature, an outcome of a Wabash Center funded grant project. The project examined the unique dimensions and experiences of teaching Biblical exegesis at the six historically black theological schools (HBTSs), including discussion of the unique needs of HBTS students and their communities, and appropriate learning goals and effective teaching practices for this context. None of the biblical studies faculty were prepared as graduate students for the unique challenges that they have encountered teaching at a HBTS, so they have all had to “learn on the job” how best to approach the unique needs of the student body. The brief statements collected here summarize the findings from the project, describe and analyze some effective teaching strategies, and offer suggestions for continuing the conversation. 相似文献
113.
Jennifer R. Ayres 《Teaching Theology & Religion》2014,17(3):203-216
If theological education is to prepare religious leaders who will respond faithfully and capably to ecological challenges, what models of teaching and learning will best equip them for this work? In conversation with environmental education theory and examples from diverse learning contexts, this paper proposes a model of “learning on the ground” which is characterized by engaged and embodied pedagogy through participation in earth‐honoring social practices. See a companion essay in this issue of the journal (Kevin J. O'Brien, “Balancing Critique and Commitment”) and a response to both these essays (Forrest Clingerman, “Pedagogy as a Field Guide to the Ecology of the Classroom”) also published in this issue of the journal. 相似文献
114.
Against a backdrop of social struggles to rebalance power between colonisers and indigenous peoples, counsellor education at a university in Aotearoa New Zealand is undergoing a transformation. This article explores the creation and application of a framework that results from listening to the voices of indigenous peoples and counselling stakeholders. What is created is a form of bicultural pluralism – bicultural because the indigenous and coloniser have worked together to build cultural bridges, and pluralistic because the framework can be applied to all cultural groups equally. Our goal is to advance community wellness by increasing the capacity of counsellors to work effectively and cross-culturally, thus extending the health resource they can provide to the whole nation. 相似文献
115.
Owen Flanagan 《Zygon》2014,49(1):242-258
I provide a précis of The Bodhisattva's Brain: Buddhism Naturalized ( 2011 ), and then respond to three critics, Christian Coseru, Charles Goodman, and Bronwyn Finnigan. 相似文献
116.
Brenda Llewellyn Ihssen 《Dialog》2015,54(1):80-92
This article reflects on the range of environmental and institutional layers that support pedagogical composition and student learning at a Lutheran University affiliated with the Evangelical Lutheran Church in America in the Pacific Northwest. After reflection on layers that include geographic location, institutional affiliation and denominational affiliation, the author traces the way in which she incorporates these elements into the content and methods of assessment in a religion class on Islam. 相似文献
117.
There are many reasons to include texts written by women in early modern philosophy courses. The most obvious one is accuracy: women helped to shape the philosophical landscape of the time. Thus, to craft a syllabus that wholly excludes women is to give students an inaccurate picture of the early modern period. Since it seems safe to assume that we all aim for accuracy, this should be reason enough to include women writers in our courses. This article nonetheless offers an additional reason: when students are exposed to philosophical texts written by women, they learn that women have been, are, and can be philosophers. Given how underrepresented women are in philosophy, this finding is significant. If we aim to change the face of philosophy—so that it includes more women—we must include texts written by women in our syllabi. The article considers various obstacles faced by those who work to respond to this call to action. 相似文献
118.
Alberto Vanzo 《Metaphilosophy》2015,46(3):321-325
The articles in the symposium “Teaching Early Modern Philosophy: New Approaches” provide theoretical reflections and practical advice on new ways of teaching undergraduate survey courses in early modern philosophy. This introduction lays out the rationale for the symposium and summarizes the articles that compose it. 相似文献
119.
Examining Biases and White Privilege: Classroom Teaching Strategies That Promote Cultural Competence
Gina C. Torino 《Women & Therapy》2015,38(3-4):295-307
This article will discuss in-depth how a variety of effective classroom teaching strategies have been employed to assist White counseling trainees in developing a non-racist White racial identity (i.e., by examining biases and exploring privilege) thereby increasing cultural competence. Specifically, this article will address the utility of implementing classroom teaching strategies that promote both cognitive understanding and affective processing of biases and White privilege for White trainees. It will outline the efficacy of specific didactic (e.g., lecture, videos, discussions, readings) and experiential (e.g., small group interviews, journaling, autobiographies, modeling) in creating a non-racist White racial identity, thereby promoting cultural competence. 相似文献
120.
William R. Myers 《Teaching Theology & Religion》2015,18(4):343-358
A renowned child psychoanalyst, Erik H. Erikson (1902–1994) is perhaps best known for his work on developmental theory (Childhood and Society, 1950) and his studies of the lives of Martin Luther (Young Man Luther, 1958) and Gandhi (Gandhi's Truth, 1969). Twice he found himself intensely engaged in the role of teacher – once as a young artist who had been called by a friend to help in the progressive school formed for the children of Sigmund and Anna Freud's patients in Vienna (1927–1932), and years later (1960–1970) as a tenured professor at Harvard. This essay describes Erickson's teaching experience in both settings and suggests some of the reasons he was honored by Harvard in 1980 as a “humane teacher.” Implications from Erikson's educational practice are drawn that demonstrate how Erikson moved beyond the rote memorization and authoritarian educational practice he experienced as a youth. The essay suggests Erikson's teaching stance at Harvard fits the author's theological tradition's use of the term “teaching elder.” 相似文献