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81.
Zeus Leonardo 《Studies in Philosophy and Education》2003,22(5):329-350
Hermeneutics, or the science of interpretation,is well accepted in the humanities. In thefield of education, hermeneutics has played arelatively marginal role in research. It isthe task of this essay to introduce thegeneral methods and findings of Paul Ricoeur'shermeneutics. Specifically, the essayinterprets the usefulness of Ricoeur'sphilosophy in the study of domination. Theproblem of domination has been a target ofanalysis for critical pedagogy since itsinception. However, the role of interpretationas a constitutive part of ideology critique isrelatively understudied and it is here thatRicoeur's ideas are instructive. Last, theessay radicalizes Ricoeur's insights in orderto realize their potential to disruptasymmetrical relations of power in education. To this extent, the author contributes to thebuilding of a critical brand of hermeneutics,or the interpretation of domination. 相似文献
82.
Kim Paffenroth 《Teaching Theology & Religion》2017,20(3):257-262
This essay draws out the useful parallels between the best kind of teacher and the Good Witch of the North, Glinda, from The Wizard of Oz. Unappealing to many viewers or readers of the classic children's story, Glinda offers an inspiring reminder of four important pedagogical points: (1) the master teacher always treats her student as a peer; (2) the master teacher acknowledges and encourages her student's abilities but lets her learn how to exercise them on her own; (3) the master teacher is often not equivalent or even similar to anyone the student has encountered before; and (4) the master teacher is not a surrogate parent but a more distant figure. 相似文献
83.
Disruption,dialogue, and swerve: Reflective structured dialogue in religious studies classrooms
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This article focuses on Reflective Structured Dialogue as a set of practices developed in the context of conflict resolution that are well suited to handling quotidian uneasiness and extraordinary moments of disruption in religious studies classrooms. After introducing Reflective Structured Dialogue's history, goals, and general practices, the authors consider its uses in classroom settings. They argue that a classroom in which teachers understand themselves as facilitators, and in which students are experienced in structured dialogue practices – including being comfortable in a state of intellectual “wobble” – is one more apt to be able to engage with, and more likely to benefit from, disruptive events. 相似文献
84.
The Agency Paradigm: A Pedagogical Tool to Facilitate Nuanced Thinking on Sensitive Issues
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Catherine Caufield 《Teaching Theology & Religion》2017,20(1):89-101
Sensitive issues, rife in religious studies and in theology, present a pedagogical challenge when teaching students to nuance their thinking around positions that are often sharply defined and elicit strong feelings. I developed a learning tool that I call the “Agency Paradigm.” The purpose of this tool is to help students comprehend diversity within religious traditions, particularly regarding the agencies of women who are committed to them. Drawing on the open and critical dialogue of emancipatory pedagogy, the Agency Paradigm encourages students to explore a range of ways women in world religions choose to act in varying contexts. This approach to teaching world religions increases students’ cognitive knowledge base and expands their understanding of each of the religions studied in the course, as examined through the perspective of differing women; it also assists them in developing their own agency through thoughtful reflection. 相似文献
85.
Trigger warnings,covenants of presence,and more: Cultivating safe space for theological discussions about sexual trauma
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Stephanie M. Crumpton 《Teaching Theology & Religion》2017,20(2):137-147
Sexual assault is prevalent, but many educators find themselves ill‐prepared to address it in the classroom. This article conceptualizes a trauma sensitive pedagogy that engages the psychological, social, and theological implications of sexual assault for classroom conversations about sex and sexuality. First, the article examines the impact of the classic power disparity between student and teacher as a dynamic that can trigger recall of the abuse of power inherent in sexual violence. Next the article reframes understandings of trigger warnings to consider how they can be used to support educators in taking seriously the vulnerability of those who have experienced sexual assault. The article also presents perspectives on the role of “teacher self‐disclosure” in facilitating conversations that acknowledge sexual assault, followed by a teaching strategy that demonstrates pedagogical sensitivity to trauma. Suggestions on how to support students through and beyond conversations that can trigger traumatic stress conclude the article. 相似文献
86.
This qualitative study investigates the experiences of using an adaptation of LEGO® SERIOUS PLAY® as a reflective practice pedagogy with occupational therapy graduate-level students and faculty. LEGO® SERIOUS PLAY® is an innovative facilitated methodology that uses brick-building and metaphoric storytelling as a form of communication and problem-solving. Participants engaged in a four-step kinesthetic experience as a means to achieve a serious objective. Results of the study indicated affirmative participant outcomes that included: accelerated group cohesion; an appreciation for inclusive learning where student voice was amplified; a language for emotional content and deeper meaning-making; and an experiential process using materials that appealed to various learning styles. A small number of participants experienced minor tension with the process provoking unanticipated reflective learning. The results of this study indicate that using the kinesthetic brick modeling methodology for reflective practice is a promising higher education pedagogical option. 相似文献
87.
Trevor Norris 《Studies in Philosophy and Education》2006,25(6):457-477
This paper considers the place of education within our “consumers’ society”, beginning with Hannah Arendt’s account of the
rise of consumerism to a position of political dominance and the resulting eclipse of public life. Connections are then made
between Arendt’s account of this rise and Jean Baudrillard’s account of the postmodern proliferation of signs and the transformation
of the sign into a commodity. This radical “semiurgy” accelerates into a self-referential series of signs which entails the
loss of reality – it contributes to the disappearance of the human subjectivity behind the creation of images. I argue that
Baudrillard does not respond adequately to the dynamic that he describes so well. By contrast, Arendt’s concept of natality,
I suggest, prepares the ground for a response to the forces of commodification that colonize the educational environment and
threaten its critical possibilities. As youth and schools receive more and more attention from advertisers, students are sold
by educational institutions to commercial interests who seek unfettered access to this “captive audience”. Yet education is
profoundly compromised when youths are viewed as consumers and not as a social investment, when education is viewed merely
as an opportunity to secure a new market. 相似文献
88.
Superaddressee or Who Will Succeed a Mentor? 总被引:1,自引:0,他引:1
Lyudmila Bryzzheva 《Studies in Philosophy and Education》2006,25(3):227-243
This philosophical essay is inspired by a four-year pedagogical relationship that continues in its altered form today. The
main focus of this piece is the transformation of a mentor as an immediate addressee into mentor as a superaddressee, an influential third listener who oversees observable dialogues. I explore the mutual responsibilities of a student and
a mentor in order to uncover the elements in the pedagogical chemistry responsible for the transformation of an addressee
into a superaddressee. Confirmation (a perfect form of understanding) of a student’s intellectual and moral uniqueness, incarnation
of a particular value deemed desirable by a student, and education of a student into the dialogic ways of being on his or
her own are the necessary ingredients of the process of becoming a superaddressee. Initially a mentor engages in the pedagogy
of understanding whose ideal outcome is confirmation of a student’s intellectual and moral makeup. After the dialogue is over,
a mentor often moves into the domain of inner speech from where he or she continues to offer perfect understanding, especially
in the absence of such understanding from an immediate addressee. Two types of superaddressees are identified and their relationship
with the invoking consciousness is explored. I conclude that becoming a superaddressee is the most generous pedagogical contribution
to a student’s future: a mentor thus makes his or her voice available to a student’s inner dialogue, often without receiving
anything in return.
Mikhail Bakhtin is highly influential in my writing. “Superaddressee” or “a third listener” is one of his coinages. The term
is treated in “The Problem of the Text” as part of the collection “Speech genres and other late essays” (1986), alluded to
in Voloshinov’s (1976) “Discourse in Life and Discourse in Art” and expanded upon in Frank Farmer’s (2001) “Saying and Silence.” 相似文献
89.
Steve Delamarter 《Teaching Theology & Religion》2006,9(1):9-23
Abstract. Seminaries across North America are continuing to expand their use of technology for theological education. This article explores eight issues surrounding the strategic planning process when it comes to technology. These have to do with the obstacles to fresh thinking, the current best practices in strategic planning processes, detailed discussions of the impact of various models of technology for theological education on faculty, Information Technology personnel, and students as well as the issues surrounding delivery system models and the issue of sustainability. 相似文献
90.
This article presents an in‐depth exploration of cognitive complexity. The authors propose that the domains of differentiation and integration signify unique cognitive processes that develop along distinct trajectories. Although differentiated complexity arises from clinical experience and certain training methods, the development of integrative complexity requires enhanced abductive reasoning skills and the use of phenomenological methods. Implications for growing integrative complexity through training, supervision, and clinical practice are provided. 相似文献