Commitment of the Teacher as a Necessary Condition of Teaching Religion Successfully (Comment on Dr Lloyd's Paper)

1981 ◽  
Vol 17 (2) ◽  
pp. 261-265
Author(s):  
Eilert Herms
Keyword(s):  
Public Education ◽  
Necessary Condition ◽  
Teaching Religion ◽  
Religious Understanding

Dr Lloyd maintains that a teacher's commitment is not only compatible with but a necessary condition for successfully teaching religious understanding within the system of public education. As I am in sympathy with this thesis, I do not wish to argue against it but to add some further interpretation of it. Lloyd's thesis deals with a certain process of communication, specified in two directions: first as to its subject (‘religious understanding’), and secondly as to its context (the system of public education). His thesis contains two points: (1) the kind of communciation he has in mind is at least possible and (2) the necessary condition for its success is the commitment of the teacher.

A Challenge for the Academic Study of Religion: No Such Thing as ‘Sacred’ Cows, Right?

2017 ◽  
Vol 29 (4-5) ◽  
pp. 479-493 ◽  
Author(s):  
Blair Alan Gadsby
Keyword(s):  
Community College ◽  
Public Education ◽  
Religious Studies ◽  
The Public ◽  
Theory Of Religion ◽  
Teaching Religion ◽  
Academic Study

AbstractTeaching religion in public education can benefit from the discourse in Religious Studies (rs) around the problem/problemof defining religion. This is nowhere truer than in community college (cc). However, the notion that the term ‘religion’ is of limited value (represented here asproblem) is of not-much-use inccdue to religion’s perceptible nature. It is evident to citizens that there is ‘religion’, and while not-much-clear about it by way ofrsdefinitions, it is anidentifiable and operative category. I cite the incident of Frank Roque the “9/11 Revenge Killer” to show that there is such a category in the minds of the public and utilize Stark and Bainbridge’sA Theory of Religionto focus the discourse beyond theproblemto the pedagogic and heuristic potentials of the problem for educators and ultimately citizens. The challenge forrsis to find ways for its analyses of religions to have a better effect in society. Otherwise, the categorywillbe shaped by other forces as revealed in the words of the murderer regarding his Sikh victim, “I just viewed them all as just hateful Muslims.”

scholarly journals Konkursy na beneficja w Królestwie Polskim 1817-1865 : (w diecezji augustowskiej czyli sejneńskiej)

1995 ◽  
Vol 38 (3-4) ◽  
pp. 205-222
Author(s):  
Witold Jemielity
Keyword(s):  
Public Education ◽  
Personal Life ◽  
Secret Society ◽  
Theoretical Examination ◽  
Parish Priest ◽  
Police Report ◽  
The Status ◽  
Teaching Religion ◽  
The Church ◽  
Definite Period

The status of the church in Polish state was regulated by King Alexander I‘s edict from 6th and 8th March 1817. The edict said about a church appointment. A candidate for a perish-priest was due to take two competition examinations. The first theoretical examination included five subjects. The second one was practical, a candidate was examined about serving of the secraments and he had to write a sermon. When a candidate entered for the examination he also had to submit his life memoir and a dean’s opinion of his personal life. After the exam the examiners sent the results to a bishop who further informed the proper state commision of Religion and Public Education. If a candidate did not become a parish-priest for a period of three years he had to re-entere for the examination. When a bishop presented the name of a priest-candidate he submitted some other documents; a hand life memoir certified by the consistory, a dean’s opinion about the priest’s personal lif and his fulfilment of the church duties, a police report of a candidate’s attitude to the national uprisings, report of the results of his teaching religion at school or catechization at church, a report of the church authorities about the conditions of the presbytery he was in charge of, a report of the Court of Peace about the candidate’s registering work, a declaration that he was not a member of a secret society. Some documents concerned only the bishops who intended to charge a parish and some were valid for a definite period o f time.

Teaching Religion in Australian Schools

Numen ◽  
2008 ◽  
Vol 55 (2-3) ◽  
pp. 241-271 ◽  
Author(s):  
Peta Goldburg
Keyword(s):  
Public Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Independent Schools ◽  
Teaching Approaches ◽  
School Students ◽  
Educational Approach ◽  
Teaching Religion ◽  
Approach To Teaching ◽  
Senior Secondary

AbstractTraditionally the teaching of religion in schools in Australia was confined to Church-sponsored or independent schools because public education in Australia prided itself on being "free, secular and compulsory." For over one hundred years, the teaching of religion in church schools was grounded in a faith-forming approach but, in the 1980s, there was a shift to an educational approach to teaching of religion. The development of educational approaches enabled the introduction of Studies of Religion for senior secondary school students. After considering these shifts, suggestions will be made for some dynamic teaching approaches for students in Studies in Religion.

scholarly journals Toward a Pedagogy of Dialogical Resistance

Paideusis ◽  
2020 ◽  
Vol 16 (2) ◽  
pp. 15-33
Author(s):  
C. Rob Foster
Keyword(s):  
Public Education ◽  
Linguistic Analysis ◽  
Martin Buber ◽  
Necessary Condition ◽  
Dyadic Relationship ◽  
Evaluation Practices ◽  
Per Se ◽  
Human Worth

Martin Buber provides an ethical understanding of dialogical resistance. But does this notion take sufficiently into account the oppositional force of resistance and the shifting realities of monologic relations? How are we to understand the terms dialogue and resistance? What impact will the ethics of dialogical resistance have on evaluation practices in public education? To address these questions, each term of this dyadic relationship must be defined. First I will differentiate dialogue from conversation, argument and discussion. Secondly it must be shown that my view of ethical resistance cannot be synonymous with criticism, disagreement or dissent per se, though undoubtedly certain connections do exist in practice. Then it will be appropriate to delve into a linguistic analysis of the substantive terms of dialogue and resistance as separate notions before using them together as intersecting concepts. Once I have delineated dialogical resistance as a dyadic tension, I will highlight Martin Buber's passion for human worth – the motivation for respect- as the necessary condition for the ethical success of dialogical resistance. The balance of this paper will take a look at the psychological roots of dialogical resistance, the complexity of practising dialogical resistance, and asymmetrical relations in the classroom.

The Infancy of Solar-Type Stars and its Relevance for the Origin of Life

1997 ◽  
Vol 161 ◽  
pp. 267-282 ◽  
Author(s):  
Thierry Montmerle
Keyword(s):  
Main Sequence ◽  
Solar Nebula ◽  
Circumstellar Disks ◽  
T Tauri Stars ◽  
Necessary Condition ◽  
Sequence Evolution ◽  
T Tauri ◽  
Solar Type ◽  
Optical Domain ◽  
The Origin Of Life

AbstractFor life to develop, planets are a necessary condition. Likewise, for planets to form, stars must be surrounded by circumstellar disks, at least some time during their pre-main sequence evolution. Much progress has been made recently in the study of young solar-like stars. In the optical domain, these stars are known as «T Tauri stars». A significant number show IR excess, and other phenomena indirectly suggesting the presence of circumstellar disks. The current wisdom is that there is an evolutionary sequence from protostars to T Tauri stars. This sequence is characterized by the initial presence of disks, with lifetimes ~ 1-10 Myr after the intial collapse of a dense envelope having given birth to a star. While they are present, about 30% of the disks have masses larger than the minimum solar nebula. Their disappearance may correspond to the growth of dust grains, followed by planetesimal and planet formation, but this is not yet demonstrated.

Universal ESEM

1993 ◽  
Vol 51 ◽  
pp. 786-787
Author(s):  
G.D. Danilatos
Keyword(s):  
Electron Microscope ◽  
Scanning Electron Microscope ◽  
High Vacuum ◽  
Natural Extension ◽  
Necessary Condition ◽  
Environmental Scanning ◽  
Detection Systems ◽  
Small Gain ◽  
Detection Medium ◽  
Scanning Electron

The environmental scanning electron microscope (ESEM) has evolved as the natural extension of the scanning electron microscope (SEM), both historically and technologically. ESEM allows the introduction of a gaseous environment in the specimen chamber, whereas SEM operates in vacuum. One of the detection systems in ESEM, namely, the gaseous detection device (GDD) is based on the presence of gas as a detection medium. This might be interpreted as a necessary condition for the ESEM to remain operational and, hence, one might have to change instruments for operation at low or high vacuum. Initially, we may maintain the presence of a conventional secondary electron (E-T) detector in a "stand-by" position to switch on when the vacuum becomes satisfactory for its operation. However, the "rough" or "low vacuum" range of pressure may still be considered as inaccessible by both the GDD and the E-T detector, because the former has presumably very small gain and the latter still breaks down.

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