Search results for 'Religions Study and teaching' (try it on Scholar)

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  1. Samuel U. Erivwo & Michael P. Adogbo (eds.) (2000). Contemporary Essays in the Study of Religions. Fairs & Exhibitions Nig. Ltd..score: 282.0
     
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  2. Richard King (1999). Orientalism and Religion: Postcolonial Theory, India and 'the Mystic East'. Routledge.score: 201.0
    Orientalism and Religion offers us a timely discussion of the implications of contemporary post-colonial theory for the study of religion. Drawing on a variety of post-structuralist and post-colonial thinkers, including Foucault, Gadamer, Said, and Spivak, Richard King examines the way in which notions such as mysticism, religion, Hinduism and Buddhism are taken for granted, and shows us how religion needs to be redescribed along the lines of cultural studies.
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  3. Yong-P'yo Kim (2010). P'osŭt'ŭ Modŏn Sidae Ŭi Pulgyo Wa Chonggyo Kyoyuk. Chŏng'u Sŏjŏk.score: 162.0
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  4. James Amanze, F. Nkomazana & Obed N. Kealotswe (eds.) (2010). Biblical Studies, Theology, Religion, and Philosophy: An Introduction for African Universiteis. Zapf Chancery.score: 142.0
    This book introduces the study of Biblical studies, theology, religion and philosophy from an African perspective. The book comprises twenty six chapters divided into four sections.
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  5. Iulia Grad (2010). Sebastian Şebu, Monica Opriş, Dorin Opriş, Metodica predării religiei/ Methodology of Teaching Religion. Journal for the Study of Religions and Ideologies 6 (16):177-178.score: 132.0
    Sebastian Şebu, Monica Opriş, Dorin Opriş, Metodica predării religiei (Methodology of Teaching Religion) Reîntregirea Publishing House, Alba Iulia, 2000.
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  6. Assist Prof Dr Aytekin Demircioğlu (1998). An Evaluation of the Concepts and Problems of Philosophy of Religion in Terms of Teaching Religion: A Study Into the Units of Philosophy of Religion and Religious Concepts in the Programs of Teaching Philosophy. Philosophy 2 (25):36.score: 129.0
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  7. Farid Panjwani (2005). Agreed Syllabi and Un-Agreed Values: Religious Education and Missed Opportunities for Fostering Social Cohesion. British Journal of Educational Studies 53 (3):375 - 393.score: 126.0
    Religious education (RE) has often found itself at the centre of debates about education's role in promoting social cohesion in contemporary multi-religious societies. The paper considers RE's relationship to religious plurality within the broader context of politics of curriculum and debates on pluralism. Drawing upon the recent works on the history of religion and using the teaching of the histories and cultures of Muslims in RE as a case study, it argues that RE has yet to fulfill its (...)
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  8. J. S. Krüger (1982). Studying Religion: A Methodological Introduction to Science of Religion. University of South Africa.score: 126.0
     
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  9. Tom Børsen, Avan N. Antia & Mirjam Sophia Glessmer (2013). A Case Study of Teaching Social Responsibility to Doctoral Students in the Climate Sciences. Science and Engineering Ethics 19 (4):1491-1504.score: 120.0
    The need to make young scientists aware of their social responsibilities is widely acknowledged, although the question of how to actually do it has so far gained limited attention. A 2-day workshop entitled “Prepared for social responsibility?” attended by doctoral students from multiple disciplines in climate science, was targeted at the perceived needs of the participants and employed a format that took them through three stages of ethics education: sensitization, information and empowerment. The workshop aimed at preparing doctoral students to (...)
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  10. John Mahoney (1990). Teaching Business Ethics in the Uk, Europe, and the Usa: A Comparative Study. Athlone Press.score: 120.0
     
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  11. Theodore Meyer Greene (1951). Religious Perspectives of College Teaching in Philosophy. New Haven, Edward W. Hazen Foundation.score: 107.0
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  12. Eleanor Abdella Doumato & Gregory Starrett (eds.) (2007). Teaching Islam: Textbooks and Religion in the Middle East. Lynne Rienner Publishers.score: 104.0
     
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  13. Hsiang-Yi Lin & Daisy Tai-Hsing Day (2014). A Study of Aging Topic Focusing on the Catholic Social Doctrine and Sen's Capability Approach. Journal for the Study of Religions and Ideologies 13 (37):125-147.score: 99.0
    The purpose of this study is to examine the topic of older people in the world from the perspective of the Social Teaching of the Church. As explained in Christifideles Laici , the Catholic Church believes that the laity is summoned to pave the way for the arrival of God’s Kingdom, and people who are at an advanced age should still respond to God’s calling through their own unique way of contribution. In Familiaris Consortio it is emphasized that (...)
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  14. Robert Alan Segal (ed.) (1996). Philosophy, Religious Studies, and Myth. Garland Pub..score: 99.0
     
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  15. Ninian Smart (1968). Secular Education and the Logic of Religion. London, Faber.score: 99.0
     
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  16. Clement Charles Julian Webb (1929). Religion and the Thought of to-Day. London, Oxford University Press, H. Milford.score: 99.0
     
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  17. Theresa Gurl (2011). A Model for Incorporating Lesson Study Into the Student Teaching Placement: What Worked and What Did Not? Educational Studies 37 (5):523-528.score: 98.0
    This article describes a model for incorporating lesson study into the student teaching placement and reports on the success of the implementation of such a model with student teachers and their cooperating teachers (CTs). Student teachers had the opportunity to discuss many important ideas with each other and their CTs, including ?big ideas? of mathematics, and the anticipation of student questions and possible responses. Student teachers also had a built?in opportunity for peer observation on a regular basis and (...)
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  18. Arvind Mandair (2004). Auto-Immunity in the Study of Religions(S): Ontotheology, Historicism and the Theorization of Indic Culture. Sophia 43 (2):63-85.score: 96.0
    Despite the prevalence of post-colonial theory in the humanities and social sciences, why is it that the two main secular formations in the study of religion(s), as philosophy of religion and history of religions, continue to deploy very similar mechanisms that reconstitute past imperialisms such as the hegemony of theory as specifically Western and/or the division of labor between universal and particular knowledge formations? To answer this question this paper stages an oblique engagement between the seemingly divergent discourses: (...)
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  19. S. Parsons, P. J. Barker & A. E. Armstrong (2001). The Teaching of Health Care Ethics to Students of Nursing in the UK: A Pilot Study. Nursing Ethics 8 (1):45-56.score: 96.0
    Senior lecturers/lecturers in mental health nursing (11 in round one, nine in round two, and eight in the final round) participated in a three-round Delphi study into the teaching of health care ethics (HCE) to students of nursing. The participants were drawn from six (round one) and four (round three) UK universities. Information was gathered on the organization, methods used and content of HCE modules. Questionnaire responses were transcribed and the content analysed for patterns of interest and areas (...)
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  20. Jonathan E. Adler (1991). Critical Thinking, A Deflated Defense: A Critical Study of John E. McPeck's Teaching Critical Thinking: Dialogue and Dialectic. Informal Logic 13 (2).score: 96.0
    A critical study of McPeck's recent book, in which he strengthens and develops his arguments against teaching critical thinking (CT). Accepting McPeck's basic claim that there is no unitary skill of reasoning or thinking, I argue that his strictures on CT courses or programs do not follow. I set out what I consider the proper justification that programs in CT have to meet, and argue both that McPeck demands much more than is required, and also that it is (...)
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  21. Howard Brody & Peter Vinten-Johansen (1991). Teaching the History of Medicine by Case Study and Small Group Discussion. Journal of Medical Humanities 12 (1):19-24.score: 96.0
    A case-study, small-group-discussion (“focal problem”) exercise in the history of medicine was designed, piloted, and evaluated in an overseas course and an on-campus elective course for medical students. Results suggest that this is a feasible approach to teaching history of medicine which can overcome some of the problems often encountered in teaching this subject in the medical curriculum.
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  22. Nigel Warburton (2004). Philosophy: The Essential Study Guide. Routledge.score: 90.0
    Philosophy: The Essential Study Guide is a compact and straightforward guide to the skills needed to study philosophy, aimed at anyone coming to the subject for the first time or just looking to improve their performance. Nigel Warburton, bestselling author of Philosophy: The Basics , clarifies what is expected of students and offers strategies and guidance to help them make effective use of their study time and improve their marks. The four main skills covered by the book (...)
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  23. Denis Collins, James Weber & Rebecca Zambrano (2013). Teaching Business Ethics Online: Perspectives on Course Design, Delivery, Student Engagement, and Assessment. [REVIEW] Journal of Business Ethics:1-17.score: 90.0
    The number of online courses in business schools is growing dramatically, but little has been published about teaching business ethics courses online. This article addresses key pedagogical design, delivery, student engagement, and assessment issues that should be considered when creating a high-quality, asynchronous online business ethics course for either undergraduate or graduate business student populations. Best practices are discussed within an integrative case study approach based on the experiences of a director of online faculty development and two accomplished (...)
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  24. Frederick Charles Copleston (1988). Russian Religious Philosophy: Selected Aspects. University of Notre Dame.score: 90.0
     
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  25. Luke G. Mlilo & Nathanaël Yaovi Soédé (eds.) (2003). Doing Theology and Philosophy in the African Context =. Iko, Verlag für Interkulturelle Kommunikation.score: 90.0
  26. Edward Augustus Sillem (1964). Groping for God. Glen Rock, N.J.,Paulist Press.score: 90.0
     
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  27. Nathanaël Yaovi Soédé (2005/2007). Sens Et Enjeux de l'Éthique, Inculturation de l'Éthique Chrétienne: Approche Théologique Africaine. Editions Ucao.score: 90.0
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  28. Jonathan Garb (2010). Moshe Idel's Contribution to the Study of Religion. Journal for the Study of Religions and Ideologies 6 (18):16-29.score: 88.0
    The article discusses the contribution of Moshe Idel’s vast research to the field of religious studies. The terms which best capture his overall approach are “plurality” and “complexity”. As a result, Idel rejects essentialist definitions of “Judaism”, or any other religious tradition. The ensuing question is: to what extent does his approach allow for the characterization of Judaism as a singular phenomenon which can be differentiated from other religions? The answer seems to lie in Idel’s definition of the “connectivity” (...)
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  29. John H. Morgan (2011). Psychology of Religions and the Books That Made It Happen. Journal for the Study of Religions and Ideologies 10 (30):277-298.score: 87.0
    On the centennial of the death of William James (1842-1910), I approached faculty members at eighteen major theological centers of learning requesting them to identify the twelve most important books in the field of the psychology of religion written between James' 1902 classic The Varieties of Religious Experience up to Peter Homan's 1970 Theology After Freud. The request was for each faculty member (by agreement to remain anonymous) to identify the twelve books during that time period (1902-1970) which, in their (...)
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  30. Eduardo Terren (2010). Rethinking Ties That Bind. Religion and the Rhetoric of Othering. Journal for the Study of Religions and Ideologies 3 (8):13-22.score: 87.0
    Contemporary Europe is facing this chal- lenge when redefining its own identity and socializing institutions. This paper focuses on how current discus- sions on the adequacy of a reference to Judeo- Christian heritage in the new European Constitution or on the teaching of religions at schools show the resilience of old-age notions and stereotypes with respect to cultural diversity. In order to explain this resilience, the paper explores how hierarchical percep- tions of otherness (mainly of Muslims) are flourishing (...)
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  31. Stanley Hauerwas (2007). The State of the University: Academic Knowledges and the Knowledge of God. Blackwell Pub..score: 86.0
    In this book, controversial and world-renowned theologian, Stanley Hauerwas, tackles the issue of theology being sidelined as a necessary discipline in the modern university. It is an attempt to reclaim the knowledge of God as just that – knowledge. Questions why theology is no longer considered a necessary subject in the modern university, and explores the role it should play in the development of our “knowledge” Considers how theology is often excluded from the knowledges of the modern university because these (...)
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  32. A. N. Bystrov (2006). Kont͡septualʹnye Podkhody K Issledovanii͡u Psikhologicheskoĭ Struktury Lichnosti I Dei͡atelʹnosti Podrostka. Arkhangelʹskiĭ Gos. Tekhnicheskiĭ Universitet.score: 86.0
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  33. Caroline Crocker (2010). Free to Think: Why Scientific Integrity Matters. Leafcutter Press.score: 86.0
     
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  34. Mary Jeanne[from old catalog] File (1958). A Critical Analysis of Current Concepts of Art in American Higher Education. Washington, Catholic University of America Press.score: 86.0
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  35. George F. McLean (ed.) (1966). Christian Philosophy in the College and Seminary. Washington, Catholic University of America Press.score: 86.0
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  36. George F. McLean (ed.) (1962). Philosophy and the Integration of Contemporary Catholic Education. Washington, Catholic University of America Press.score: 86.0
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  37. Masatoshi Ueki (2012). Bukkyō Hontō No Oshie: Indo, Chūgoku, Nihon No Rikai to Gokai. Chūōkōronshinsha.score: 86.0
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  38. Benjamin Penny (2002). TH Barrett Was Educated in the United Kingdom, Graduating in Chinese Studies From Cambridge University in L97l, Before Studying East Asian Religion at Yale and in Tokyo. He Returned to Cambridge in L975 to Teach Chinese Studies, Gaining His Yale Doctorate in L978 Which Formed the Basis for Li Ao: Buddhist, Taoist or Neo-Confucian?(L992). He Left Cambridge In. [REVIEW] In , Religion and Biography in China and Tibet. Curzon Press. 241.score: 84.0
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  39. Faredun Kershaspji Dadachanji (1941). Philosophy of Zoroastrianism and Comparative Study of Religions. Bombay, the Times of India Press.score: 84.0
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  40. Phra Nicholas Thanissaro (2012). What Makes Younota Buddhist?: A Preliminary Mapping of Values. Contemporary Buddhism 13 (2):321-347.score: 81.0
    This study sets out to establish which Buddhist values contrasted with or were shared by adolescents from a non-Buddhist population. A survey of attitudes toward a variety of Buddhist values was fielded in a sample of 352 non-Buddhist schoolchildren aged between 13?15 years in London. Buddhist values where attitudes were least positive concerned the worth of being a monk/nun or meditating, offering candles & incense on the Buddhist shrine, friendship on Sangha Day, avoiding drinking alcohol, seeing the world as (...)
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  41. Jane Coughlan & Stephen Swift (2011). Student and Tutor Perceptions of Learning and Teaching on a First‐Year Study Skills Module in a University Computing Department. Educational Studies 37 (5):529-539.score: 80.0
    The level of student preparedness for university?level study has been widely debated. Effective study skills modules have been linked to supporting students? academic development during the transition phase. However, few studies have evaluated the learning experience on study skills modules from both a student and staff perspective. We surveyed 121 first?year students and seven tutors on a study skills module on an undergraduate computing programme. The aspects in which the students? and tutors? views diverge provide insights (...)
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  42. Elliot R. Wolfson (2010). Structure, Innovation, and Diremptive Temporality: The Use of Models to Study Continuity and Discontinuity in Kabbalistic Tradition. Journal for the Study of Religions and Ideologies 6 (18):143-167.score: 80.0
    This study consists of two parts. The first is an examination of the hermeneutical presuppositions underlying the theory of models that Moshe Idel has applied to the study of Jewish mysticism. Idel has opted for a typological approach based on multiple explanatory models, a methodology that purportedly proffers a polychromatic as opposed to a monochromatic orientation associated with Scholem and the so-called school based on his teachings. The three major models delineated by Idel are the theosophical-theurgical, the ecstatic, (...)
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  43. Syed Mamun Mahmud & Aasim Ahmad (2009). Patients as Teaching Tools: Merely Informed or True Consent. [REVIEW] Journal of Academic Ethics 7 (4):255-260.score: 78.0
    Using patients as teaching tools raise many ethical issues like informed consent, privacy, confidentiality and beneficence. The current study highlights issues on respecting patient’s choice and acquiring informed consent with its spirit rather than as mere formality. The study was conducted in out-patient department of The Kidney Center Postgraduate Training Institute Karachi Pakistan in May 2008 to July 2008. All patients who had come for the first time to see the author were included in the study. (...)
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  44. Robert Makus (1996). Response to Gregory Pence's Case Study in the Teaching of Ethics. Teaching Philosophy 19 (3):280-282.score: 78.0
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  45. Udo Tworuschka (1974). John A. Ramsaran: English And Hindi Religious Poetry. An Analogical Study. (Studies In The History Of Religions-Supplements to Numen XXIII). E. J. Brill, Leiden 1973, 199 Pp. [REVIEW] Zeitschrift für Religions- Und Geistesgeschichte 26 (3):270-273.score: 78.0
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  46. Gregory Pence (1995). Case Study in the Ethics of Teaching Philosophy. Teaching Philosophy 18 (2):165-166.score: 78.0
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  47. Randi L. Sims (2000). Teaching Business Ethics: A Case Study of an Ethics Across the Curriculum Policy. Teaching Business Ethics 4 (4):437-443.score: 78.0
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  48. Jinghao Sun (2012). Pluralism, Vitality, and Transformability: A Case Study of Jining Religions in the Late Imperial and Republican Periods. Asian Culture and History 4 (2):p16.score: 78.0
    This article depicts the dynamic demonstrations of religions in late imperial and republican Jining. It argues with evidences that the open, tolerant and advanced urban circumstances and atmosphere nurtured the diversity and prosperity of formal religions in Jining in much of the Ming and Qing periods. It also argues that the same air and ethos enabled Jining to less difficultly adapt to the West-led modern epoch, with a notable result of welcoming Christianity, quite exceptional in hinterland China.
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  49. George Bondor (2010). Genealogy as a Hermeneutics of Religions. Journal for the Study of Religions and Ideologies 6 (17):116-133.score: 78.0
    The main aim of this paper is to analyse the applications of Nietzschean genealogical method to the study of religions. We focus firstly on Nietzsche’s basic concepts: force, will to power, value, evaluation, and power and then go on to discuss some genealogical investigations of the religious phenomena. According to Nietzsche, the nihilist structure of European history is metaphysics itself, understood as Platonism, other-wise explained as a separation between “the real world” (of values and ideals) and the “apparent (...)
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  50. Rodica Frentiu (2010). Exploring the Boundary Between Morality and Religion: The Shin-Shinshukyo (New New Religions) Phenomenon and the Aum Anti-Utopia. Journal for the Study of Religions and Ideologies 9 (27):46-70.score: 78.0
    Normal 0 false false false MicrosoftInternetExplorer4 /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman"; mso-ansi-language:#0400; mso-fareast-language:#0400; mso-bidi-language:#0400;} The study attempts to complete the conclusions of social-religious research undertaken up till now, and therefore analyzes the new religious phenomenon” ( Shin-shinshūkyō/ New New Religions ), especially the Aum Shinrikyō cult of the contemporary Japanese society, from an interdisciplinary perspective. Focusing upon the terrorist attack with sarin (...)
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