Practicing Biblical Literacy

2014 ◽  
Vol 7 (2) ◽  
pp. 173-196
Author(s):  
Iona C. Hine ◽  
Nicky Hallett ◽  
Carl Tighe ◽  
José Luis Lopez Calle

When and how does the Bible enter the classroom? In May 2011, the department of Biblical Studies at the University of Sheffield hosted a conference on the role of the Bible in secondary and higher education. This paper addresses the notion of biblical literacy, providing an account of the emergent practices discussed, with in-depth treatment of three case studies.The examples are drawn from the fields of English Literature, Economics, and Creative Writing. The different role of the Bible in education in North American and British contexts is also considered, and the article concludes with considerations for future collaboration.

2021 ◽  
Vol 13 (12) ◽  
pp. 6724
Author(s):  
Lien Thi Kim Nguyen ◽  
Tom Meng-Yen Lin ◽  
Hoang Phuong Lam

This study examines the role of student co-creation behavior in contributing to student satisfaction, perceived university image, and student positive word of mouth (WOM). Using a sample of 513 students from a Taiwanese university and conducting partial least squares structural equation modeling, the findings indicate that co-creating value is critical to student satisfaction, university image, and positive WOM. The results also show the effect of student satisfaction and university image on student positive WOM. This study confirms the pivotal role of student participation in co-creating value in enhancing satisfaction with the university experience, creating and sustaining a positive image, and building the credibility of the university. This research is particularly important to higher education institutions because it has practical implications for decision-makers, brand managers, and HE marketers who wish to improve understanding of the relationship between the university and students in the process of co-creating value and its outcomes.


Author(s):  
Samir Mohamad Hassan

The current study aims to identify the role of financing higher education in Nigerian universities in the state of Kano and its impact on sustainable development. The study problem lies in the low funding of higher education in Nigerian universities, which will negatively affect the sustainability of higher education and sustainable development. The importance of the study is highlighted by highlighting the importance of financing higher education in Nigerian universities and the sources of obtaining this funding as one of the most important factors through which students can complete their studies. The study followed the qualitative approach with the aim of obtaining more accurate information about traditional higher education financing sources and its impact on the sustainability of education and achieving sustainable development. The study population reached the number of three Nigerian universities, which are a governmental, federal and private university, to learn about the impact of financing higher education in Nigerian universities on sustainable development. The sample of the study was about three out of five of those responsible for financing higher education in Nigerian universities. Also, the study followed unstructured or open interviews in order to obtain more information about financing higher education and whether or not it is suitable for the idea of a monetary endowment. The results of the study showed that the sources of financing for higher education in traditional Nigerian universities are varied, including what can be obtained through the endowment and donations fund that can be made through community initiatives, and the results of the study also indicated that the idea of a monetary endowment faces great challenges in its application, so the idea is subject to acceptance and rejection. According to the nature of the university and the nature of the subjects taught. The study recommended the necessity of expanding the study of the impact of financing higher education in Nigerian universities by expanding the scope of study to include all Nigerian states.


2021 ◽  
Vol 5 (2) ◽  
pp. 243-262
Author(s):  
Haley J. Nutt

This article provides a descriptive study of the FSU Rock Ensemble to demonstrate the value of providing inclusive popular music-based ensemble learning and opportunities in higher education. Beginning with an autoethnographic study of my experiences as a drummer in – and eventually director of – the non-auditioned ensemble, followed by a consideration of the attitudes articulated by several other drummers who recently participated in the ensemble, I analyse how musicians learn a traditionally non-academic music in an academic space. I conclude with a critical assessment of challenges that the group faced, with the hope that such considerations are useful for universities interested in establishing similar ensembles. Overall, the inclusive nature of the Rock Ensemble facilitated interactions that I argue are advantageous within the current climate of North American higher education, allowing students, drummers and non-drummers alike, unprecedented opportunities to perform music they love, forge new relationships and engage with the local community.


Author(s):  
Siarhei M. Khodzin

The relevance of the problems of cooperative construction in the formation of Belarusian scientific schools is determined. The role of the Belarusian State University in the development of problems of cooperation in the 1920s is characterised. The activity of S. L. Pevsner as a representative of the economic thought of the 1920s is studied. In the perspective of «history through personality», the problems of the formation of the personnel potential of Belarusian State University are revealed. The relations between the management and the teaching staff of the university, the status and issues of material well-being of teachers invited to Belarusian State University are characterised. The conclusion is made about a significant personnel shortage and the presence of serious competition in the personnel sphere of university science in the 1920s with the development of higher education in the USSR.


2018 ◽  
Vol 2 (2) ◽  
pp. 37-54
Author(s):  
Zoha Adel Mahmoud

institution is one of the highest institutions that have the task of providing the development needs of the community of specialists in various fields, in addition to being the centers of scientific research and applied to ensure economic and social progress It enriches decision makers with expertise and skills and thus controls political performance. In any society, the university can not play its full role in social change without interaction between the individual on the one hand and the social environment on the other, Social and interdependent Ah syndrome change, they strengthen the skills, and enrich the spirit of innovation of the individual, and raise the level of social progress. It helps to improve the conditions of the poor segments of the population and facilitates the employment opportunities of the individuals imposed by the society as they meet the needs of the individual and society of different professions, thus providing an opportunity for production and thus have a positive impact on the standard of living to achieve the well-being of the individual and the citizen. The interest reflected on the progress, such as Germany, which was interested in it became one of the main reasons that led to the rise of Germany from the ruins of the Second World War as well as the State of Malaysia, which moved from developing countries to the second world countries by changing the plan Colleges and institutes of universities. In 2020, Malaysia will be among the developed countries. In these countries, higher education, vocational training and training are viewed as a basis for life supplementation and are seen as a major means of improving and upgrading society. If we are to explore the dimensions of education in the 21st century, one of the pillars of education is learning for action, Usually involves the acquisition of skills and the linking of knowledge to practice as an essential part of the training and rehabilitation of the individual for practical life. Hence, such new trends in linking educational preparation to work have been imposed by the labor market and the working life in its new forms. Production and service facilities, The advanced, assumed graduates who can be employed and absorbed can contribute to the development of competitiveness, to provide innovations and creations to achieve the competitive advantage of the enterprise, and to improve production and productivity based primarily on the acquisition and application of knowledge. Gamerdinger reveals that the new technology does not accelerate the possibilities for sound economic policies and increasing global trade, and this requires strategies to develop work related to the development of human performance, and in order to face the state of chronic unemployment globally, education policies are headed towards the so-called reverse conversion as many graduates of specializations Literaries choose vocational and technical education in technical and community colleges. Unemployment in the Arab world carries certain characteristics that must be taken into account when developing the solutions available to them. The most important of these characteristics are: Unemployment is a youth phenomenon. Weak professional experience available to the unemployed. Lack of targeted planning for the labor market. The large gap between the outputs of higher education for youth and the requirements of the labor market. The most important recommendations aimed at enhancing the role of universities in Iraq are: 1 - the operation of labor graduates of technical and technical institutes in the industrial field in order to promote them and eliminate unemployment and increase the hard currency as an important category of Iraqi society, which contributes actively to the renaissance of the country. Linking the Ministry of Industry and Commerce with the Ministry of Higher Education and Scientific Research to be managed by the Minister of Education alone. The Ministry is keen on the funds of the Iraqi people and contributes to the development of the industrial and commercial sectors with the help of professors and university students. 3 - the need to match the needs of the market and education outputs to reduce unemployment, in addition to the vocational education has become an urgent need at this stage to keep pace with the needs of life in society away from the negative view of this education. 4 - Increasing the number of technical workshops and providing them with the means of material in order to provide the university student maximum desired learning. Enhancing the role of higher education in building a broader partnership and cooperation with various other community institutions (public, private and private sector). 6 - Re-admission plan in universities by making the number of admissions in scientific colleges more than the number of admissions in the humanitarian colleges. 7 - Attracting foreign investment companies to invest natural resources in Iraq such as phosphate, natural gas, oil, oil shale, uranium, silica and geothermal energy for the recovery of the economy and the trend towards domestic consumption.


2007 ◽  
Vol 23 (3) ◽  
pp. 264-271
Author(s):  
John H. Baker

In his play Paul, first staged at the National Theatre in 2005, Howard Brenton attempted a dramatic portrayal of one of the most influential and controversial figures in human history, the man many regard as the ‘founder’ of Christianity. In this article John Baker explores the complex relationship between Brenton's Paul and his Biblical counterpart, and asks what drew an avowed atheist and socialist to a dramatic consideration of a religious leader often condemned as authoritarian, anti-Semitic and misogynistic. John Baker was awarded his PhD by the University of Manchester in 1999. He currently teaches English Literature at the University of Westminster.


2017 ◽  
Vol 18 (5) ◽  
pp. 697-714 ◽  
Author(s):  
Wim Lambrechts ◽  
Elli Verhulst ◽  
Sara Rymenams

Purpose This paper aims to provide insights into the relation between professional development (PD) and organisational change processes towards sustainability, with a specific focus on empowerment. Design/methodology/approach The paper builds upon a constructivist approach, combining a literature review, a desk research on key publications and reports and a socio-political analysis to reveal the specific context in Flanders, Belgium. Findings are then connected to earlier insights from research on organisational change for sustainability. Findings The paper provides a number of PD initiatives that focus on sustainability in general and in a single higher education (HE) institution. Framing such initiatives as an organisational change process offers insights on how elements of empowerment are currently incorporated in PD initiatives and how it can strengthen them to lead to the further integration of sustainability competences in HE. Research limitations/implications Limitations are linked with the kind of sources used in the constructivist approach. The analysis only looks at written reports on the topic, albeit it also builds upon the first-hand experiences of educators in the HE institution focused upon in the case. Practical implications There is a need to frame PD initiatives as an organisational change process towards sustainability with specific attention towards empowerment. Without this framing, PD approaches comprise the risk of being left in the margins or being understood as single initiatives without any connection to the bigger picture, i.e. the transition towards sustainability in HE. Social implications Interlinking PD and organisational change provides opportunities to frame the sustainability transition within the university in a wider societal context. Originality/value The paper provides an original contribution to the debate on sustainability competences, as it frames the PD within an organisational context, rather than focusing on the individual role of educators.


2002 ◽  
Vol 10 (3) ◽  
pp. 221-244
Author(s):  

AbstractRecently the Edinburgh-based publishing firm Canongate has brought out the Bible in the form of single books in the King James Version. Each of these volumes is introduced by a writer not necessarily associated with the Christian tradition, thus inviting the readers to approach them as literary works in their own right. For long the Bible came with commentaries written by prominent religious scholars, but now it looks as if it needed an introduction by novelists, pop artists, scientists including and even by some who are outside the Christian tradition to make the once familiar texts now widely neglected in the West come alive again. The purpose of this essay is to look at the following: the positive potential of this Pocket Canon; the role of the interpreter's personal voice within the process of discovering meaning in a narrative; the marketing of the Bible and appropriation of religious themes by secular marketeers; the re-iconization of the Bible though the King James Version; the colonial parallels in the investment, promotion and dissemination of the Bible; and the challenge of personal-voice criticism to biblical studies. Put at its simplest, can this disparate group of essayists rescue the Bible, which is fast losing its grip and importance in the West, and discover fresh significance in it?


2021 ◽  
Vol 7 (1) ◽  
pp. 1-20
Author(s):  
Sarali Gintsburg ◽  
Luis Galván Moreno ◽  
Ruth Finnegan

Abstract Ruth Finnegan FBA OBE (1933, Derry, Northern Ireland) took a DPhil in Anthropology at Oxford, then joined the Open University of which she is now an Emeritus Professor. Her publications include Oral Literature in Africa (1970), Oral Poetry (1977), The Hidden Musicians: Music-Making in an English Town (1989), and Why Do We Quote? The Culture and History of Quotation (2011). Ruth Finnegan was interviewed by Sarali Gintsburg (ICS, University of Navarra) and Luis Galván Moreno (University of Navarra) on the occasion of an online lecture delivered at the Institute for Culture and Society at the University of Navarra. In this trialogue-like interview, Ruth tells about the childhood experiences that were decisive for her interest in orality and storytelling, about her education and training as a Classicist in Oxford, the beginnings of her fieldwork in Africa among the Limba of Sierra Leone, and her recent activity as a novelist. She stresses the importance of voice, of its physical, bodily dimensions, its pitch and cadence; and then affirms the essential role of audience in communication. The discussion then touches upon several features of African languages, classical Arabic and Greek, and authoritative texts of Western culture, from Homer and the Bible to the 19th century novel. Through discussing her childhood memories, her assessment of the development and challenges of anthropology, and her views on the digital transformation of the world, Ruth concludes that the notion of narrative, communication, and multimodality are inseparably linked.


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