scholarly journals Growing In Wisdom

2020 ◽  
pp. 190-195
Author(s):  
Jennifer Bartholomew
Keyword(s):  
Information Literacy ◽  
Theological Education ◽  
Theory And Practice ◽  
Library Staff

Inspired by the phrase “Growing In Wisdom,” which was part of a phrase in the Atla Organizational Ends from 2016 to 2020, this Listen and Learn presentation looks at a project that was to partner library staff with faculty to promote information literacy as it related to integrating work in theological education. What role does wisdom play in denominational guidelines and accrediting standards? Integrating Work in Theological Education, edited by Kathleen A. Cahalan, Edward Foley, Gordon S. Mikoski (Eugene, OR: Pickwick Publications, 2017), describes the importance of both theory and practice in preparing students for ministry. What is the role of the library in integrating work? How can the library be a partner with faculty in theological education?

ROLE OF LIBRARIANS IN TEACHING INFORMATION LITERACY IN ZIMBABWEAN AND SOUTH AFRICAN UNIVERSITIES: A COMPARATIVE STUDY

Mousaion ◽  
2016 ◽  
Vol 33 (1) ◽  
pp. 23-42 ◽  
Author(s):  
Tinashe Mugwisi
Keyword(s):  
South Africa ◽  
South African ◽  
Information Literacy ◽  
Ethical Issues ◽  
University Libraries ◽  
Information And Communications Technologies ◽  
Communications Technologies ◽  
Information Skills ◽  
The University

Information and communications technologies (ICTs) and the Internet have to a large extent influenced the way information is made available, published and accessed. More information is being produced too frequently and information users now require certain skills to sift through this multitude in order to identify what is appropriate for their purposes. Computer and information skills have become a necessity for all academic programmes. As libraries subscribe to databases and other peer-reviewed content (print and electronic), it is important that users are also made aware of such sources and their importance. The purpose of this study was to examine the teaching of information literacy (IL) in universities in Zimbabwe and South Africa, and the role played by librarians in creating information literate graduates. This was done by examining whether such IL programmes were prioritised, their content and how frequently they were reviewed. An electronic questionnaire was distributed to 12 university libraries in Zimbabwe and 21 in South Africa. A total of 25 questionnaires were returned. The findings revealed that IL was being taught in universities library and non-library staff, was compulsory and contributed to the term mark in some institutions. The study also revealed that 44 per cent of the total respondents indicated that the libraries were collaborating with departments and faculty in implementing IL programmes in universities. The study recommends that IL should be an integral part of the university programmes in order to promote the use of databases and to guide students on ethical issues of information use.

The problem of reflection in German philosophy of the XVIII - XIX centuries

2020 ◽  
Vol 3 (152) ◽  
pp. 141-145
Author(s):  
L. A. Checal ◽  
Keyword(s):  
Human Development ◽  
Theory And Practice ◽  
Conceptual Representation ◽  
German Philosophy ◽  
Historical Aspect ◽  
Theoretical Significance ◽  
Self Knowledge

This study focuses on a conceptual representation of the metaphysical and non-classical context of reflection in its subjective dichotomous understanding. The author successively reviews the specifics of reflection, as well as the features of methodology of cognition and self-knowledge in the context of determining the values and priorities of human development and consciousness. The article also includes an overview of the main categories of reflection through a breakdown of theoretical relationships and the most important conceptual discourses. The theoretical significance of the problem of cognition and self-knowledge is determined by the central role of man in society and history. The analysis shows that the methodology of cognition and self-knowledge should be based on the principles of axiological disengagement, a combination of logical and historical aspect, as well as on the coherence of theory and practice.

THEORIES OF THE MISSIONARY VOCATION OF THEOLOGICAL EDUCATION IN POST-SOVIET PROTESTANTISM

2020 ◽  
pp. 78-92
Author(s):  
Valentyn Syniy
Keyword(s):  
21St Century ◽  
Theological Education ◽  
Educational Activity ◽  
Spiritual Education ◽  
General Recognition ◽  
The Church ◽  
The Trinity ◽  
Formal Construction

It is emphasized that the involvement of missionary theology in the discussion of ways to develop spiritual education allowed post-soviet Protestantism to successfully overcome differences in the vision of the formal construction of education, and then move on to discussions about its content. There was a gradual overcoming of modern individualism, the growing role of communities, the replacement of monologue models of mission with dialogical ones. The idea of the seminary as a community that is not self-sufficient, but serves the church as a community, has gained general recognition. The church also came to be understood as serving an eschatological ideal community similar to the Trinity community. The formation of community and dialogical models of missionary and educational activity allows Ukrainian Protestantism to effectively adapt to the realities of the beginning of the 21st century and to be proactive in today's society.

scholarly journals Problematizing leadership learning facilitation through a trickster archetype: An investigation into power and identity in liminal spaces

Leadership ◽  
2021 ◽  
pp. 174271502199822
Author(s):  
Gareth Edwards ◽  
Beverley Hawkins ◽  
Neil Sutherland
Keyword(s):  
Leadership Development ◽  
Power Relations ◽  
Theory And Practice ◽  
Liminal Spaces ◽  
Learning Facilitation ◽  
Reflective Conversations ◽  
Permanent Resident ◽  
Shadow Side ◽  
Learning Development

This study uses the archetype of a ‘trickster’ to reflect back on, and hence problematize, the role of the educator/facilitator identity in leadership learning. This is based on the view that a trickster is a permanent resident in liminal spaces and that these liminal spaces play an important role in leadership learning. Our approach was based on the reading of the trickster literature alongside reflective conversations on our own experiences of facilitation of leadership learning, development and education. We suggest that paying attention to the trickster tale draws attention to the romanticization of leadership development and its facilitation as based on a response to crisis that leads to a further enhancement of the leader as a hero. Hence, it also offers ways to problematize leadership learning by uncovering the shadow side of facilitation and underlying power relations. We therefore contribute by showing how, as facilitators, we can use the trickster archetype to think more critically, reflectively and reflexively about our role and practices as educators, in particular, the ethical and power-related issues. In our conclusions, we make recommendations for research, theory and practice and invite other facilitators to share with us their trickster tales.

scholarly journals François Fénelon: Modern philosopher or conservative theologian?

2021 ◽  
pp. 147488512110020
Author(s):  
Alexandra Oprea
Keyword(s):  
Political Philosophy ◽  
Political Economy ◽  
International Relations ◽  
Early Modern ◽  
Political Thought ◽  
Theory And Practice ◽  
Education Of Women ◽  
Political Philosopher

Ryan Patrick Hanley makes two original claims about François Fénelon: (1) that he is best regarded as a political philosopher, and (2) that his political philosophy is best understood as “moderate and modern.” In what follows, I raise two concerns about Hanley’s revisionist turn. First, I argue that the role of philosophy in Fénelon’s account is rather as a handmaiden of theology than as an autonomous area of inquiry—with implications for both the theory and practice of politics. Second, I use Fénelon’s writings on the education of women as an illustration of the more radical and reactionary aspects of his thought. Despite these limits, the book makes a compelling case for recovering Fénelon and opens up new conversations about education, religion, political economy, and international relations in early modern political thought.

The Failure of Functional Theologies of Ministry and the Promise of a Relational Alternative

Ecclesiology ◽  
2005 ◽  
Vol 1 (3) ◽  
pp. 27-43
Author(s):  
Graham Buxton
Keyword(s):  
Pastoral Theology ◽  
Pastoral Ministry ◽  
Theory And Practice ◽  
Theological Method ◽  
Systematic Theology ◽  
The Social ◽  
Practical Ministry ◽  
Pastoral Theory ◽  
The Relationship

AbstractThe author critiques inductive approaches to pastoral theology that rely on the empirical methodology of the social and human sciences, and presents an alternative Christocentric praxis model of pastoral ministry. The result is an attempt to integrate pastoral theory and practice that shifts the perspective away from functionally-determined theologies of ministry to a relationally oriented and hermeneutically coherent model of orthopraxis in which theory and practice interact in a way that is intended to both deepen faith and transform lives. Some of the key themes that inform the discussion are the importance of theological method, the role of the community as the context for care, the relationship between practical ministry and systematic theology, and the notion of praxis in articulating the nature and scope of practical theology today.

scholarly journals Reflecting on the contemporary relevance of the forgotten management pioneers: A creative auto/biography

2019 ◽  
Vol 12 (2) ◽  
pp. 205979911986328
Author(s):  
Hester Nienaber
Keyword(s):  
Reflective Practice ◽  
Well Being ◽  
Base Change ◽  
Theory And Practice ◽  
Organisational Performance ◽  
Relevant Today ◽  
Practice Gap ◽  
Theory Practice Gap ◽  
And Control

Management theory and practice are characterised by the ‘theory–practice gap’. A way of addressing this divide is to engage in reflective practice, in this instance, a creative auto/biography. This different way of presenting an old issue demonstrates how the original teachings of the management pioneers remain relevant today. The central issues are the purpose of the organisation and the role of both leadership and employees in unlocking human competence in pursuit of organisational performance. The concepts ‘autonomy’ and ‘control’ transpired as crucial, which could easily be misunderstood or misapplied. This personal reflection presents evidence on which to base change, enhancing the well-being of employees, societies and the profit of organisations. This article contributes to knowledge by making inaccessible knowledge, accessible and inclusive, and the expectation that the meaning emanating from this reflection will result in the management audience to reconsider management, advancing management science and benefitting society at large.

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