Teaching the Devout Student: Faith and Scholarship in the Classroom

Increasing numbers of college students enrolling in religion courses in recent years are looking to develop their religious faith or spirituality, while professors of religion want students to use and appreciate scholarly tools to study religion from an academic perspective. Some scholars argue that it is not possible to satisfy both goals in the classroom, while authors in this journal have given suggestions on how to bridge the gap between faith and scholarship. I argue that such authors are correct and that, in my experience, historical‐critical methods can help devout students understand the original texts in their own religion better, comprehend why changes in interpretation have occurred over time, and appreciate the values in religions other than their own. Not all devout students are comfortable with an academic study of religion, but many can attain a more mature faith by such an approach.     

“疑难杂症”与医学模式

那些长期困扰患者和医生、查不出病因又久治不愈的病症,被称为“疑难杂症”;然而部分“疑难杂症”并非真正的疑难杂症,而是在诊治疾病的过程中所用医学模式出现了问题,医生往往局限于生物医学模式,忽略患者的心理、社会因素。因此,医学模式应该从实际工作中进行转变,而不能仅仅局限于理论上。笔者就临床常见的“怪”现象、医疗对象的复杂性...     

ICU长期机械通气患者撤机困难的因素分析

为探讨ICU长期机械通气患者撤机困难的原因,回顾性分析大连医科大学附属第一医院重症医学科的62例长期机械通气患者的临床资料,回顾撤机过程,分析其撤机成功或失败的原因。结果显示,62例长期机械通气患者,34例成功撤机;10例死亡;18例因各种原因出现撤机困难,其中运动神经元病1例,脑外术后2例,间质性肺病4例,慢性阻塞性...     

呼吸机的撤离

呼吸机的脱机和撤离过程是一个重要的临床问题。呼吸机撤离是呼吸机由全部同期支持转为自主呼吸过程。在脱机过程中不必要的延迟会增加机械通气的复杂性,如肺炎或气道损伤,同时增加治疗的费用。撤机分为脱机和撤离人工气道,撤机参数对撤机后果预测的准确率不高,本文论述了对自主呼吸试验失败原因及实施自主呼吸方法以及完整呼吸机撤离过程。     

孙中山的心理建设思想及其现实意义

心理建设思想是孙中山革命和建设理论的重要内容。目前, 学术界对孙中山的思想在哲学、政治、文化等领域, 做了较多研究, 而从心理学视角的探索还较少。孙中山非常重视人的心理对社会政治的巨大作用, 强调心理建设对于人类发展和进步的重要意义。心理建设在他的革命与建国方略中具有极为重要的地位, 他创造性地提出了“知难行易”的命题, 强调了科学认知的艰难和重要性, 体现了孙中山独特的知行观。突出了心理建设在革命与建设中的核心价值和引领作用, 主张心理建设与社会发展和国家建设相联系。在当今时代中, 孙中山的心理建设思想依旧熠熠生辉, 他的奋斗精神、思路与方法已经成为我们实现民族复兴和现代化建设的宝贵精神财富, 具有重要的启迪作用和现实意义。     

Reflective structured dialogue: A conversation with 2018 American Academy of Religion excellence in teaching award winner Jill DeTemple

This conversation between the 2018 American Academy of Religion Excellence in Teaching Award winner Jill DeTemple and the editors of Teaching Theology and Religion continues an occasional series of interviews that has previously featured Jonathan Z. Smith, Stephen Prothero, Mary Pierce Brosmer, Mary Elizabeth Mullino Moore, and two previous AAR Teaching Award Winners, Joanne Maguire and Lynn Neal. After initial discussion about teaching the intro course we launch into a long discussion of “Reflective Structured Dialogue” – an effective teaching technique for staging contentious conversations, building trust and understanding, and a dialogic culture of curiosity. 1 1 The authors would like to dedicate this article to the memory of Ruel W. Tyson, Jr., a champion of collaborative scholarship and intellectual community. The research referenced in this article was supported by a subaward agreement from the University of Connecticut with funds provided by Grant No. 58942 from the John Templeton Foundation. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of UCONN or the John Templeton Foundation.