Healing Our Divide with the Non-Human World: Theological Foundations and Pedagogical Practices within the Wild Church Network

2021 ◽  
pp. 1-13
Author(s):  
Wanda J. Stahl
Keyword(s):  
Pedagogical Practices ◽  
Theological Foundations ◽  
Human World

scholarly journals Divine Justice and the Issue of Evil in Sahifa Al-Sajjadiyya

2021 ◽  
Vol 8 (10) ◽  
pp. 107
Author(s):  
Mahdieh Sodeif Motlagh
Keyword(s):  
Research Method ◽  
Human Mind ◽  
Point Of View ◽  
The Other ◽  
Divine Justice ◽  
The World ◽  
Theological Foundations ◽  
Human World ◽  
The One ◽  
The Devil

The issue of "divine justice", which is the one of the most important doctrinal principles and a characteristic of the theological religions such Shiite and Mu'tazilite, in fact is one of the Perfect Attributes of Allah and due to its indescribable importance, it has a special place in doctrinal discussions. On the other hand, the existence of evils and calamities, poverty and deprivation, oppression and disease and moral corruption, and even the manner of punishment in the hereafter, always raises doubts in the human mind and calls into question Allah's justice. The generality of such suspicions has led Islamic thinkers to solve these problems in defense of divine justice. In this regard, the present study seeks to use the words of the fourth Shiite Imam in the divine invocations of the complete Sahifa Al_ Sajjadiyya, to achieve the theological foundations to solve some evil doubts in the realm of creation and the human world. The method of collecting materials in this research is library and the research method is "descriptive -analytical". After investigations, it became clear that from Imam Sajjad's point of view, neglecting and inclining the soul to the world and other than Allah, and consequently being caught in the trap of the devil and carnal soul, and contamination with sin and transgression, is the real evil. According to him, the divine test and punishment and return to the truth, the flourishing of talents and the appreciation of blessings are the benefits of evil and suffering. also meanings such as: the inherent richness of the Almighty, the bestowal of goodness and abundant blessings, the guidance of the servants to the good religion and the punishment of the same action in the prayers of Imam (A.S), all three types of genetic justice, legislative justice and criminal justice can be proved.

What Do Pedagogies Produce? Thinking/Teaching Qualitative Inquiry

2019 ◽  
Vol 26 (1) ◽  
pp. 3-12
Author(s):  
Jasmine Brooke Ulmer ◽  
Candace R. Kuby ◽  
Rebecca C. Christ
Keyword(s):  
Qualitative Research ◽  
Qualitative Inquiry ◽  
Pedagogical Practices ◽  
Special Issue ◽  
Introductory Article ◽  
Human World ◽  
The Way

Teaching matters. And there are many ways to teach, particularly when it comes to qualitative inquiry. Accordingly, we consider how qualitative pedagogical practices can attend to the ways in which we live and learn in our more-than-human world. To keep within a pedagogical frame, we write this introductory article through a pedagogical lens. We hope we make transparent why we conceptualized this special issue, how we envision pedagogies individually and collectively, how we approached each step through a pedagogical lens, and what we’ve learned since. Along the way, we ask the following: What are pedagogies? When and where do they happen in qualitative research? Moreover, what do they produce? These are among the questions that—as qualitative teachers, learners, scholars, and guest editors—we offer an invitation for readers to explore.

POST-COSMISM AND POST-HUMANISM: TWO STRATEGIES IN THE MOD-ERN PHILOSOPHY OF THE HUMAN

Chelovek RU ◽  
2020 ◽  
pp. 217-220
Author(s):  
Natalia Rostova ◽  
Keyword(s):  
Human Exceptionalism ◽  
Current State ◽  
Human World ◽  
State Of Affairs ◽  
Post Humanism

The article analyzes the current state of affairs in philosophy in relation to the question «What is hu-man?». In this regard, the author identifies two strategies – post-humanism and post-cosmism. The strat-egy of post-humanism is to deny the idea of human exceptionalism. Humanity becomes something that can be thought of out of touch with human and understood as a right that extends to the non-human world. Post-cosmism, on the contrary, advocated the idea of ontological otherness of the human. Re-sponding to the challenges of anthropological catastrophe, its representatives propose a number of new anthropological projects.

After Alice After Cats in Derrida's L'animal que donc je suis

Derrida Today ◽  
2014 ◽  
Vol 7 (2) ◽  
pp. 180-196 ◽  
Author(s):  
Jessica Polish
Keyword(s):  
Human Development ◽  
Sexual Difference ◽  
Human World ◽  
Philosophical Texts ◽  
The Sacrifice

In this essay, I argue that Derrida cannot pursue the question of being/following unless he thinks through the question of sexual difference posed by figures of little girls in philosophical texts and in literature, specifically as posed by Lewis Carroll's Alice whom Derrida references in L'animal que donc je suis. At stake in thinking being after animals after Alice is the thought of an other than fraternal following, a way of being-with and inheriting from (other than human) others that calls for an account of development that is not dictated by a normative autotelic and sacrificial logic. I argue that Derrida's dissociation of himself and his cat from Alice and her cat(s) in L'animal que donc je suis causes him to risk repeating the closed, teleological gestures philosophers like Kant and Hegel perpetuate in their accounts of human development. The more sweeping conclusion towards which this essay points is the claim that the domestication of girls and their subjection to familial fates in narratives and the reduction of development to teleology more generally, require the sacrifice and forgetting of ‘nature’, including animals, so that the fates of girls and ‘nature’ are intertwined in the context of projects of human world-building and home-making.

Habermas, Cultural Hegemony, and the Educational Public Sphere

2018 ◽  
Vol 11 (1-2) ◽  
pp. 43-62
Author(s):  
Wisam Kh. Abdul-Jabbar
Keyword(s):  
Public Sphere ◽  
Social Inequality ◽  
Public Space ◽  
Oral Tradition ◽  
Pedagogical Practices ◽  
Cultural Hegemony ◽  
The Public ◽  
The Public Sphere ◽  
Arabic Speaking

This study explores Habermas’s work in terms of the relevance of his theory of the public sphere to the politics and poetics of the Arab oral tradition and its pedagogical practices. In what ways and forms does Arab heritage inform a public sphere of resistance or dissent? How does Habermas’s notion of the public space help or hinder a better understanding of the Arab oral tradition within the sociopolitical and educational landscape of the Arabic-speaking world? This study also explores the pedagogical implications of teaching Arab orality within the context of the public sphere as a contested site that informs a mode of resistance against social inequality and sociopolitical exclusions.

Noticing and analysis of pedagogical practices in mathematics

2019 ◽  
Author(s):  
Yuri Morales López ◽  
Marianela Alpízar Vargas ◽  
Ana Lucía Alfaro Arce ◽  
Vicenç Font-Moll
Keyword(s):  
Classroom Management ◽  
Wide Spectrum ◽  
Math Education ◽  
Pedagogical Practices ◽  
Math Teachers ◽  
Education Activity ◽  
The One ◽  
Analysis Models ◽  
Teacher's Knowledge ◽  
Math Teacher

The purpose of this presentation is to show elements associated to the study and analysis of pedagogical practices used by mathematics teachers, taking into consideration different approaches and conceptions derived from theories related to the role of the math teacher. The project highlights the need to use different strategies to analyze the processes occurring in the activities and tasks organized and implemented by the teacher. One of the main tasks in teacher training is to promote the capacity to noticing on the pedagogical activity, where noticing is understood as an inherent process to improve the quality of classroom management. In addition, different analysis models should be compared using examples and experiential practices and the different theories and research projects developed in this field related to this type of analysis. Knowing what happens in the classroom is a task inherent to the math teacher. For sure, if the teacher does not understand or is even able to perceive what is happening in the class, improvement actions are very difficult to implement. Consequently, math teachers must develop the capability of analyzing their pedagogical activity and the related elements. It is not about isolating variables and looking for causal relationships, but rather about understanding the teacher’s activity as the center of the multiple situations occurring in the classroom, which may be known more in depth, if the attention is focused on the organization, ordering, and execution of the tasks planned by the teacher. It must also be understood that the competence of analyzing mentioned here is not an isolated activity without an effect. Such analysis must be approached from an active perspective where scenarios are generated to mitigate complex situations or to value an approach different than the one happening in the classroom. Being aware that there are many aspects to analyze (most likely almost everything that happens is analyzable), we must take a stand on which situations are highly related to what happens in our classroom and which could eventually happen. With such a wide spectrum, some questions that need to be addressed are: What is important in the math education activity and who defines what is important? What elements are of interest to math teachers? How does the analysis conducted relate to the different models of the teacher's knowledge? How does our previous experience influence the assessments we make? How do we distinguish elements of interest to analysis? What is the relationship between reflecting and analyzing? At what stages of the teacher’s activity is an analysis required? What is the ultimate purpose of analyzing teaching activities? What competencies or skills are related to the analysis? What types of analysis are appropriate (content, cognitive, media, among others)? How can we balance the actions derived from the analyses we conduct? From all these questions the most important one that can guide the study of this reflection would be: What should be assessed in pedagogical activities and what is the objective of analyzing such pedagogical activities in math education?

Out for a Walk

2019 ◽  
Vol 10 (1) ◽  
pp. 93-105
Author(s):  
Jane Bennett
Keyword(s):  
Human World

I explore two walks, one by Henry Thoreau on a hot day in 1851 and one by a line as it winds its way into a doodle today. Walks, I contend, generate circuits of energies and affects, some issuing from people, some from elsewhere. The goal is to accent how ahuman energies and affects inscribe themselves upon selves and inflect their positions and dispositions. Borrowing a term from Lorenz Engell, I call this inscriptive inflection an ›ontographic‹ procedure. Ontography will mark the operations of a creative cosmos, of a more-than-human world continuously impressing itself upon us. At the end, I leave the ontographic to return to the linguistic, to human attempts to ›write up‹ the ahuman ontographies they experience

The Relationship between a Business Simulator, Constructivist Practices, and Motivation toward Developing Business Intelligence Skills

10.28945/3602 ◽  
2016 ◽  
Vol 15 ◽  
pp. 593-609
Author(s):  
Hsun-Ming Lee ◽  
Ju Long ◽  
Lucian Visinescu
Keyword(s):  
Active Learning ◽  
Business Intelligence ◽  
Meaningful Learning ◽  
Pedagogical Practices ◽  
Business Simulation ◽  
Robust Learning ◽  
Perceived Difficulty ◽  
Simulation Based ◽  
Based Instruction ◽  
Constructivist Practices

Developing Business Intelligence (BI) has been a top priority for enterprise executives in recent years. To meet these demands, universities need to prepare students to work with BI in enterprise settings. In this study, we considered a business simulator that offers students opportunities to apply BI and make top-management decisions in a system used by real-world professionals. The simulation-based instruction can be effective only if students are not discouraged by the difficulty of using the BI computer system and comprehending the complex BI subjects. Constructivist practices embedded in the business simulation are investigated to understand their potentials for helping the students to overcome the perceived difficulty. Consequently, it would enable instructors to more efficiently use the simulator by providing insights on its pedagogical practices. Our findings showed that the constructivist practices such as collaboration and subject integration positively influence active learning and meaningful learning respectively. In turn, both active learning and meaningful learning positively influence business intelligence motivational behavior. These findings can be further used to develop a robust learning environment in BI classes.

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