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..
     
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  2.  1
    Daniel Vázquez (2014). Reflections on Tutoring Ancient Greek Philosophy: A Case Study of Teaching First-Year Undergraduates in the UK. Studying Teacher Education 10 (2):117-129.
    This is a case study of my reflections on teaching a first-year undergraduate tutorial on Ancient Greek Philosophy in the UK. This study draws upon the notion of reflective practice as an essential feature of teaching, in this case applied to Higher Education. My aim is to show how a critical engagement with my teaching practices and the overall learning experience modified, developed, or strengthened my practices, attitudes, and teaching philosophy during the course of (...)
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  3. Kearsley Stewart (2015). Teaching Corner: The Prospective Case Study. Journal of Bioethical Inquiry 12 (1):57-61.
    Over the past decade, global health has emerged as one of the fastest growing academic programs in the United States. Ethics training is cited widely as an essential feature of U.S. global health programs, but generally it is not deeply integrated into the global health teaching and training curricula. A discussion about the pedagogy of teaching global health ethics is long overdue; to date, only a few papers specifically engage with pedagogy rather than competencies or content. This paper (...)
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  4.  36
    Richard King (1999). Orientalism and Religion: Postcolonial Theory, India and 'the Mystic East'. Routledge.
    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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  5.  8
    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.
    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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  6. John Mahoney (1990). Teaching Business Ethics in the Uk, Europe, and the Usa: A Comparative Study. Athlone Press.
     
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  7. Elie Holzer (2013). A Philosophy of Havruta: Understanding and Teaching the Art of Text Study in Pairs. Academic Studies Press.
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  8. Yong-P'yo Kim (2010). P'osŭt'ŭ Modŏn Sidae Ŭi Pulgyo Wa Chonggyo Kyoyuk. Chŏng'u Sŏjŏk.
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  9. Kevin Schilbrack (2014). Philosophy and the Study of Religions: A Manifesto. Wiley-Blackwell.
    _Philosophy and the Study of Religions: A Manifesto_ advocates a radical transformation of the discipline from its current, narrow focus on questions of God, to a fully global form of critical reflection on religions in all their variety and dimensions. Opens the discipline of philosophy of religion to the religious diversity that characterizes the world today Builds bridges between philosophy of religion and the other interpretative and explanatory approaches in the field of religious studies Provides a manifesto (...)
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  10. Kevin Schilbrack (2014). Philosophy and the Study of Religions: A Manifesto. Wiley-Blackwell.
    _Philosophy and the Study of Religions: A Manifesto_ advocates a radical transformation of the discipline from its current, narrow focus on questions of God, to a fully global form of critical reflection on religions in all their variety and dimensions. Opens the discipline of philosophy of religion to the religious diversity that characterizes the world today Builds bridges between philosophy of religion and the other interpretative and explanatory approaches in the field of religious studies Provides a manifesto (...)
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  11.  56
    Andrew B. Irvine (2014). Introduction: A Symposium on Kevin Schilbrack’s Philosophy and the Study of Religions: A Manifesto. Sophia 53 (3):363-365.
    It is an exciting time to pursue philosophy of religion, not least because of an earnest and widening conversation about what philosophers of religion should be doing in the future. This conversation is driven by factors including the growing presence of philosophers who do not presume as normative the subject position of so-called western traditions of thought, the relentless historicization—especially along Foucaultian lines—of the modern study of religion by critics working across the range of implicated disciplines, and by newly (...)
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    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).
    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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    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.
    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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  14.  7
    Stephen Bush (2015). Kevin Schilbrack: Philosophy and the Study of Religions: A Manifesto. International Journal for Philosophy of Religion 77 (1):79-83.
    This book review essay summarizes the key arguments of Kevin Schilbrack’s Philosophy and the Study of Religions: A Manifesto and offers two critical responses.
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    James McLachlan (2014). Kevin Schilbrack on Defining Religion and the Field of the Study of Religions. Sophia 53 (3):379-382.
    Kevin Schilbrack’s manifesto Philosophy and the Study of Religions is an important foundational work for two fields: philosophy of religion and religious studies. The philosophers of religion sometimes appear to better fit Donald Wiebe’s characterization of religionists as crypto-theologians. They seem only really concerned with Christian theology or at the most theism, despite the fact that Christianity only accounts for about a third of what we could call religious people on the planet and theism only about half. They (...)
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  16.  17
    Arvind Mandair (2004). Auto-Immunity in the Study of Religions(S): Ontotheology, Historicism and the Theorization of Indic Culture. Sophia 43 (2):63-85.
    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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    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.
    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.  4
    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.
    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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  19. Kevin Schilbrack (2013). Philosophy and the Study of Religions: A Manifesto. Wiley-Blackwell.
    _Philosophy and the Study of Religions: A Manifesto_ advocates a radical transformation of the discipline from its current, narrow focus on questions of God, to a fully global form of critical reflection on religions in all their variety and dimensions. Opens the discipline of philosophy of religion to the religious diversity that characterizes the world today Builds bridges between philosophy of religion and the other interpretative and explanatory approaches in the field of religious studies Provides a manifesto (...)
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  20. Lawrence A. Tomei, James A. Bernauer & Anthony Moretti (2016). Developing a Center for Teaching Excellence: A Higher Education Case Study Using the Integrated Readiness Matrix. Rowman & Littlefield Publishers.
    Developing a Center for Teaching Excellence: A Case Study Using the Integrated Readiness Matrix builds on the 2015 text, Integrating Pedagogy and Technology: Improving Teaching and Learning in Higher Education with a focus on teaching in higher education. Developing a Center for Teaching Excellence is premised on our contention in the first book that, while individual faculty members can independently begin to use the IRM to improve their pedagogical and technological skills in their content areas, (...)
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  21. B. Othanel Smith & Milton Otto Meux (1970). A Study of the Logic of Teaching.
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  22. Faredun Kershaspji Dadachanji (1941). Philosophy of Zoroastrianism and Comparative Study of Religions. Bombay, the Times of India Press.
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  23.  6
    Kevin Schilbrack (2013). Philosophy and the Study of Religions: A Manifesto. Wiley-Blackwell.
    _The Future of the Philosophy of Religion_ advocates a radical transformation of the discipline from its current, narrow focus on questions of God, to a fully global form of critical reflection on religions in all their variety and dimensions. Opens the discipline of philosophy of religion to the religious diversity that characterizes the world today Builds bridges between philosophy of religion and the other interpretative and explanatory approaches in the field of religious studies Provides a manifesto for a global (...)
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  24.  1
    Randi L. Sims (2000). Teaching Business Ethics: A Case Study of an Ethics Across the Curriculum Policy. Teaching Business Ethics 4 (4):437-443.
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  25.  13
    Gregory Pence (1995). Case Study in the Ethics of Teaching Philosophy. Teaching Philosophy 18 (2):165-166.
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    Robert Makus (1996). Response to Gregory Pence's Case Study in the Teaching of Ethics. Teaching Philosophy 19 (3):280-282.
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    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.
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  28.  2
    Harold Issadore Sharlin, Stephen G. Brush, Harold L. Burstyn, Sandra Herbert, Michael S. Mahoney & Nathan Sivin (1975). A Study and Critique of the Teaching of the History of Science and Technology. Interim Report by the Committee on Undergraduate Education of the History of Science Society. [REVIEW] Annals of Science 32 (1):55-70.
    The history of science and technology has been a scholarly discipline with little attention given to the special needs of undergraduate teaching. What needs to be done to transform a discipline to an undergraduate subject? Suggestions include using the relation between science and technology as well as the role of interpreters in formulation of the popular world view. Relations with science and history departments are considered. Curriculum materials are surveyed with some recommendations for correcting deficiencies.
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  29.  3
    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.
    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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  30.  2
    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.
    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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    Dušan Lužný (2012). The Study of Religious Diversity in the Czech Lands—Diversity in Academic Studies of Religions. Human Affairs 22 (4):558-568.
    This article attempts to summarize some of the experiences and methodological insights gained from research on non-traditional religious groups that the author has conducted over the last twenty years, primarily in Czech society. The starting point for these studies is respect for the principle that it is not possible to approach the study of religious pluralism and diversity from a single predetermined conceptual framework-religious diversity requires diverse approaches. However, within the diversity approach there exist some common principles such as (...)
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  32. Louise T. Higgins & Kerry Sheldon (2001). Teaching of Mandarin in an English Comprehensive School: A Case Study. Educational Studies 27 (2):109-127.
    A group of English children in a rural comprehensive are learning Mandarin, taught by a Chinese teacher. This article describes the background to this development and follows three cohorts of students, giving the pupils' views about learning Chinese and why they chose it. As a psychologist who has interests in education and who is also a part-time student of Chinese, the author welcomed the chance to share the pupils' experience. In the final cohort, sensation-seeking tendencies and intellectual achievement responsibility were (...)
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  33. Athanasios Raftopoulos, Niki Kalyfommatou & Constantinos P. Constantinou (2005). The Properties and the Nature of Light: The Study of Newton's Work and the Teaching of Optics. Science and Education 14 (7-8):649-673.
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  34. Robert Phillips (1998). History Teaching, Nationhood and the State: A Study in Educational Politics. British Journal of Educational Studies 46 (4):458-460.
     
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  35. Randy K. Yerrick, Jon E. Pedersen & Johanes Arnason (1998). “We're Just Spectators”: A Case Study of Science Teaching, Epistemology, and Classroom Management. Science Education 82 (6):619-648.
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  36.  11
    Neil McMullin (1989). Historical and Historiographical Issues in the Study of Pre-Modern Japanese Religions. Japanese Journal of Religious Studies 16 (1):3-40.
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  37. G. William Barnard (2005). Pt. 3. James and Mysticism. For an Engaged Reading : William James and the Varieties of Postmodern Religious Experience / Grace M. Jantzen ; Asian Religions and Mysticism : The Legacy of William James in the Study of Religions / Richard King ; James and Freud on Mysticism / Robert A. Segal ; Mystical Assessments : Jamesian Reflections on Spiritual Judgments. [REVIEW] In Jeremy R. Carrette (ed.), William James and the Varieties of Religious Experience: A Centenary Celebration. Routledge
  38.  2
    S. Banks (2009). From Professional Ethics to Ethics in Professional Life: Implications for Learning, Teaching and Study. Ethics and Social Welfare 3 (1):55-63.
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  39.  15
    Linda Ramey-Gassert, M. Gail Shroyer & John R. Staver (1996). A Qualitative Study of Factors Influencing Science Teaching Self-Efficacy of Elementary Level Teachers. Science Education 80 (3):283-315.
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  40.  10
    W. George Jones (2001). Applying Psychology to the Teaching of Basic Math: A Case Study. Inquiry 6 (2):60-65.
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  41.  13
    Andrés Acher, María Arcà & Neus Sanmartí (2007). Modeling as a Teaching Learning Process for Understanding Materials: A Case Study in Primary Education. Science Education 91 (3):398-418.
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  42.  13
    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.
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  43.  7
    Hiroshi Izumi (forthcoming). A Study of an Appropriate Way of Asking Questions in the Questionnaire on Teacher's Preference Regarding Teaching Activities. Sophia.
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  44.  6
    Peter Forrest (2014). Philosophy and the Study of Religions: A Manifesto, by Kevin Schilbrack. Australasian Journal of Philosophy 93 (1):198-201.
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    Michelle Ann Kline (2014). How to Learn About Teaching: An Evolutionary Framework for the Study of Teaching Behavior in Humans and Other Animals. Behavioral and Brain Sciences:1-70.
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    Amy Bruckman (2006). Teaching Students to Study Online Communities Ethically. Journal of Information Ethics 15 (2):82-98.
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    Sophie Baconnet (2014). Sous Quelles Conditions Construire, Capitaliser Et Mobiliser des Savoirs Professionnels Efficients En Situation D’Enseignement? L’Étude de Cas D’Un stagiaireWhich Are the Best Conditions for Building, Capitalizing and Summoning Up All One’s Professional Competences in Teaching Primary School? A Teacher-in-Training’s Case Study. Phronesis 3 (3):5.
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    James B. Howell & John W. Saye (2016). Using Lesson Study to Develop a Shared Professional Teaching Knowledge Culture Among 4th Grade Social Studies Teachers. Journal of Social Studies Research 40 (1):25-37.
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  49.  7
    Roland J. Teske (1974). "Oppositions of Religious Doctrines: A Study in the Logic of Dialogue Among Religions," by William A. Christian. Modern Schoolman 52 (1):114-114.
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    Alexander P. D. Mourelatos (2015). Gregory Vlastos and the Study and Teaching of Ancient Greek Philosophy. Philosophical Inquiry 39 (3):2-7.
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