Scientology and Catholicism Do Mix: A Note on Teaching New Religions in a Catholic Classroom

Abstract. This note from the classroom explores teaching new or alternative religions within the context of a Roman Catholic Liberal Arts College. The essay will specifically focus on a section of a course entitled “Modern Religious Movements” in which students were asked to consider different methodological approaches to the teaching and study of Scientology and the Catholic cult of the Virgin Mary. This note from the classroom details how this rather unexpected comparison prompted students to reconsider the category cult and argues that encouraging self‐reflexivity in a largely Catholic classroom can become a crucial means for engaging a broader discussion of new religions, cult discourse, and the academic study of religion itself.     

From a Distance: Pastoral Care and Theological Education

Abstract. This article is a presentation and discussion of a seminary course on the Corinthian Correspondence. The pedagogical model for this course was structured to parallel the pattern of Paul's pastoral care from a distance as he relates to the Corinthian congregation by personal visits, delegations from and to the congregation, letters from and to the congregation, and unofficial grapevine types of communication. The course was designed for dispersed students to interact with the Corinthian letters, with each other, and with myself as instructor in ways that 1) simulate a first‐century exchange between congregation and apostle and 2) facilitate careful interpretive work on the message of these letters, including their contemporary relevance.     

Prepackaged Tour Versus Personal Journey: The Meaning of Informed Consent in the Context of the Teacher-study Group

This article discusses the specific ethical dilemma of obtaining informed consent and ensuring confidentiality and participant well-being while conducting a qualitative research study with novice ESL teachers in a Teacher Study Group. The discussion outlines their process of resolution of the ambiguities inherent in the research process – in essence the researchers’ personal journey of discovery. The article concludes with the broader implications for making the research process more transparent for other academic researchers working in the field of language-teacher cognition.     

中学教师自我概念的特点研究

目的:探讨中学教师自我概念的特点。方法:采用自编“中学教师自我概念问卷”对448名中学教师进行调查。结果:(1)初高中教师自我概念水平基本相同,重点高中教师的工作自我高于普通高中教师,生理自我低于普通高中教师。(2)中学男教师社会心理自我和生理自我高于女教师,道德自我低于女教师。(3)中学乡镇教师工作自我高于城市教师。(4)中学教师在社会心理自我、工作自我、生理自我方面表现出教龄的差异性,并呈现出一定的规律:随着教龄的增长,自我概念的发展是先下降,然后逐步回升。     

主动建构学习策略和自信的实验研究

目的:通过开设心理健康教育课,促进学生学习策略和自信心的形成。方法:采用问卷法和实验干预法对某中学初一学生进行为期八周的实验干预。结果:实验组学生在学习策略、自信方面的提高水平高于对照组学生,在自信方面,两组学生之间存在明显差异。结论:正确的学习策略和自信心可以主动建构。     

中小学教师心理健康维度的初步构建

本研究通过开放式问卷调查和深度访谈,构建出教师心理健康的八个维度,编制了初测问卷,对初测问卷的结果进行探索性因素分析,形成了六个维度6、1个项目的正式问卷,对正式问卷进行验证性因素分析。结果得到中小学教师心理健康的六个维度是:挫折应对问题、职业倦怠、人格障碍、躯体症状、社会适应问题和人生态度问题。对问卷进行描述性统计分析,发现中小学教师在这六个维度上存在一定的心理健康问题。     

高等医学院校医事法学教育亟待加强

通过千余份问卷调查研究,透视出医学生对医事法律认知程度普遍偏低的状况,进而从医学院教育方针,以及医学生法律意识、自我教育能力等方面,分析、探究原因,寻求改进医事法学教育滞后问题,加速培养学医懂法医学人才的途径与方法。     

四川地震灾后中小学教师心理创伤评估报告

课题研究组对四川地震灾后重灾区和极重灾区的631名中小学教师创伤后应激障碍（PTSD）进行了调查,调查后对统计结果分析表明：（1）有PTSD重度症状表现的教师为18.7%;（2）极重灾区教师创伤显著高于重灾区教师;（3）青年教师的创伤要高于年长教师;（4）地震后部分教师感到内疚,无助,压抑,无信心,生命无意义,他们成为PTSD症状的易感人群     

高中生认识论信念调查研究

本研究以526名高中生为被试,运用自行编制的"高中生认识论信念问卷",考察了高中生认识论信念的性别差异、年龄特点以及学校类型差异。结果表明:高中生认识论信念的各个维度上不存在性别差异,但存在着极其显著的学校差异;在整合建构信念、能力信念方面,存在着显著的年级差异;在零散接受信念上存在着学校与年级的交互作用。