The (Apparently) Idyllic Years

2019 ◽  
pp. 135-148
Author(s):  
Kathryn T. Long
Keyword(s):  
Gospel Of Mark ◽  
Summer Institute ◽  
Full Time ◽  
Missionary Work ◽  
Summer Institute Of Linguistics ◽  
The Press ◽  
The Us ◽  
Amazonian Ecuador ◽  
Prayer Meetings ◽  
Christian Message

This chapter traces the years 1962 to 1968, when Rachel Saint, representing the Summer Institute of Linguistics, was the only full-time missionary among the Waorani and when the Guequitaidi (Guequita’s bunch), the name given Dayomæ’s kinship group, responded to the Christian message with miraculous openness. Evangelicals in the US were told that the Guequitaidi held prayer meetings and had received copies of the Gospel of Mark, translated by Saint and Dayomæ (though no one could read) and that some had volunteered to go as missionaries to the Piyæmoidi (downriver Waorani), who were their sworn enemies. In 1966 Saint took two Wao men to the Congress on World Evangelism in Berlin, where they captured the imaginations of delegates and the press. In 1968 Wao missionaries found their Piyæmoidi enemies. That contact and the discovery of oil in Amazonian Ecuador would forever change missionary work among the Waorani.

A New Departure

2019 ◽  
pp. 47-63
Author(s):  
Kathryn T. Long
Keyword(s):  
Significant Role ◽  
Television Program ◽  
Summer Institute ◽  
Bible Translation ◽  
Missionary Work ◽  
The Bible ◽  
Summer Institute Of Linguistics

This chapter introduces two women and two closely affiliated organizations that would play a significant role in missionary contact with the Waorani. The women were a missionary, Rachel Saint (sister of slain pilot Nate Saint), and Dayomæ, a young Wao woman who was Rachel Saint’s language helper. The two organizations were the Wycliffe Bible Translators, a group raising funds and recruiting personnel to translate the Bible into the languages of tribal peoples, and the Summer Institute of Linguistics, which supervised the work of linguists and Bible translators recruited by WBT abroad. Both groups were founded by W. Cameron Townsend, a controversial religious entrepreneur committed to Bible translation as key to successful missionary work. In 1957 Rachel Saint and Dayumæ were introduced to American audiences through an appearance on the television program This Is Your Life. A second version of the “auca epic” began to emerge.

МЕЖДИСЦИПЛИНАРНОСТЬ В ПОДГОТОВКЕ КОНФЛИКТОЛОГОВ: СОСТОЯНИЕ И ПЕРСПЕКТИВЫ

2020 ◽  
Vol 15 (1) ◽  
pp. 13
Author(s):  
А. И. Стребков ◽  
А. И. Мусаев
Keyword(s):  
Conflict Resolution ◽  
Comparative Analysis ◽  
Subject Matter ◽  
Academic Program ◽  
Academic Programs ◽  
Full Time ◽  
The Us ◽  
Promotional Materials ◽  
Russian Universities ◽  
Educational Methodology

The present article concerns with the modern state of things of the conflict resolution specialists’ training in the US universities. The analysis is based on the informational and promotional materials which were picked up from the 11 American universities’ websites. The aim of the analysis was the examination of the four sections, which are: the orientation of the academic program, the content of the program or the scope of the skills, the main methodology of the academic program and the educational technologies. Together with the analysis of the US universities’ academic programs the article provides the comparative analysis of these programs with the Russian academic programs. On the back of this comparative analysis the authors come to the comprehensive conclusion according to which the specialists’ training in the field of the conflict resolution and peacebuilding in the US does not have significant differences from Russian ones and is carried out within one international academic trend in regard to its main features which are: the orientation, content, educational methodology and technologies. The key distinction of the Russian training from the American one is that the Russian academic tradition does have the core subject matter around which the whole academic program is being developed and which is the conflict. This subject matter is being taken in its entirety and the conflict resolution is considered as the closing stage of the conflict studies specialists’ training whereas the academic programs of the US universities embrace the conflict resolution as the subject matter of the academic training and therefores leaves beyond the scope of the training both the theory of the conflict and the forms practice of its manifestation in a number of the programs. The letter is peculiar to both short-term academic programs and the full-time two-year academic programs as it is accepted in the educational space of the Russian Federation. Furthermore, the authors of the article make up the conclusion of the coinciding major educational methodology which guides the academic programs of the American and Russian universities and which is developed on the principles of the interdisciplinarity.

Workforce Improvement and Lifelong Learning

1995 ◽  
Vol 9 (4) ◽  
pp. 241-247
Author(s):  
Richard L. Ferguson
Keyword(s):  
Lifelong Learning ◽  
Adult Life ◽  
Full Time ◽  
Common Language ◽  
New Model ◽  
Job Level ◽  
Work Keys ◽  
The Us ◽  
Traditional Paradigm ◽  
The Relationship

The author stresses the importance to the future of the US workforce of the recognition that the traditional notion of education (‘that education and adult life, especially work, are consecutive rather than concurrent’) is inappropriate to contemporary workforce preparation and skills needs. He contrasts the characteristics of the traditional paradigm with those which need to be adopted in a new model of the relationship between education and work. Against this background, Dr Ferguson describes the development and application of the Work Keys System which aims to provide a common language for education and business to participate in preparing people for the transition from full-time education to employment and from one job or job level to another.

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