scholarly journals Gerardus van der Leeuw

2018 ◽  
Author(s):  
Jesper Sørensen
Keyword(s):  
High School Teachers ◽  
Cognitive Linguistics ◽  
Driving Factor ◽  
Special Role ◽  
School Teachers ◽  
Cognitive Sciences ◽  
Causal Representation ◽  
History Of ◽  
Point Of Departure ◽  
Primary Impact

English abstract: This article has a double focus. First, and in line with the special theme of this issue, it will address and discuss the celebrated, later rebuked and finally almost forgotten ‘hero’ from our discipline’s historical cabinet of curiosity, the Dutch phenomenologist of religion and theologian, Gerardus van der Leeuw (1890-1950). Van der Leeuw’s work had its primary impact in the first part of the 20th century, but came to play a special role in Denmark when his Introduction to the Phenomenology of Religion was published in Danish in 1969 – a book which influenced a whole generation of Danish high school teachers. Second, taking my departure from van der Leeuws emphasis, I reevaluate the concept of mana in order to explore its relevance in the contemporary, academic study of religion. My point of departure is, that we need a concept covering broad notions of force. Further I argue that a rejuvenated notion of mana should build upon results from the cognitive sciences regarding causal representation as well as from the notion of force-dynamic representations argued in cognitive linguistics. Finally, in a more speculative manner, I shall present a number of hypotheses concerning the relation between social organization and mana and argue that this relation can be understood as a driving factor in a general history of religion. Dansk resume: Denne artikels formål er dobbelt. For det første vil den, i tråd med dette nummers overordnede tema, diskutere en hyldet, udskældt og nu nærmest glemt ’helt’ fra det forskningshistoriske raritetskabinet, den hollandske religionsfænomenolog og teolog, Gerardus van der Leeuw (1890-1950). Van der Leeuw havde sit virke i første halvdel af det 20. århundrede, men fik en særlig i indflydelse i Danmark fra 1969, hvor hans indføring i religionsfænomenologien udkom på dansk under titlen Mennesket og Mysteriet – en bog, som fik stor indflydelse på en hel generation gymnasielærere. For det andet vil den, med afsæt i van der Leeuws brug af mana som central eksplanatorisk kategori, revurdere dette begreb for at undersøge dets relevans for den moderne religionsvidenskab. Udgangspunktet er, at religionsvidenskaben har brug for et begreb, der dække kraftforestillinger bredt forstået, og at nyere kognitive forklaringer på kausale forestillinger samt den kognitive lingvistiks fokus på kraftdynamik i sproget kan fungere som udgangspunkt for et moderne mana-begreb. Afslutningsvis vil artiklen mere spekulativt udkaste en række hypoteser om forholdet mellem social organisering og mana som en central drivkraft i den generelle religionshistorie.

Projects: Historical Modules Project

2000 ◽  
Vol 93 (8) ◽  
pp. 728
Keyword(s):  
High School ◽  
High School Teachers ◽  
National Science Foundation ◽  
Mathematics Curriculum ◽  
History Of Mathematics ◽  
Secondary Mathematics ◽  
Teaching Mathematics ◽  
School Teachers ◽  
National Science ◽  
History Of

The Historical Modules Project, a part of the Institute in the History of Mathematics and Its Use in Teaching (IHMT), is sponsored by the Mathematical Association of America (MAA) and supported by the National Science Foundation. In the project, eighteen high school teachers and six college teachers with experience in the history of mathematics have been working in six teams to develop modules for various topics in the secondary mathematics curriculum. These modules are intended to show teachers how to use the history of mathematics in teaching mathematics.

Connecting Research to Teaching: Do Teachers Need to Incorporate the History of Mathematics in Their Teaching?

2003 ◽  
Vol 96 (6) ◽  
pp. 416-421 ◽  
Author(s):  
Po-Hung Liu
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Empirical Evidence ◽  
High School Teachers ◽  
Mathematics Curriculum ◽  
History Of Mathematics ◽  
School Mathematics ◽  
School Teachers ◽  
History Of ◽  
Definition Of

The merits of incorporating history into mathematics education have received considerable attention and have been discussed for decades. Still, before taking as dogma that history must be incorporated in mathematics, an obvious question is, Why should the history of mathematics have a place in school mathematics? Answering this question is difficult, since the answer is subject to one's personal definition of teaching and is also bound up with one's view of mathematics. Fauvel's (1991) list of fifteen reasons for including the history of mathematics in the mathematics curriculum includes cognitive, affective, and sociocultural aspects. My purpose in this article is not to provide complete and satisfactory answers but rather, on the basis of theoretical arguments and empirical evidence, to attempt to pinpoint worthwhile considerations to help high school teachers think about what history really can do for the curriculum and for their teaching.

The Role of Psychology Departments in Supporting Secondary School Teachers of Psychology

1994 ◽  
Vol 21 (2) ◽  
pp. 107-108 ◽  
Author(s):  
Bruce B. Henderson
Keyword(s):  
North Carolina ◽  
Teacher Preparation ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Special Role ◽  
School Teachers ◽  
College And University ◽  
University Departments ◽  
History Of

Providing continuing education for secondary school teachers may be more important to the improvement of high school psychology than are changes in teacher preparation and certification. The special role that college and university departments of psychology can play in providing this education and supporting these teachers is illustrated in a brief history of one department's work with teachers in North Carolina.

scholarly journals História da ciência e ensino: análise do seu uso e incentivo à utilização

2019 ◽  
Vol 20 ◽  
pp. 420-434
Author(s):  
Deividi Marcio Marques ◽  
Gustavo Santana de Oliveira
Keyword(s):  
High School ◽  
History Of Science ◽  
High School Teachers ◽  
School Teachers ◽  
Chemistry Teaching ◽  
Lack Of Information ◽  
Keywords History Of Science ◽  
History Of ◽  
The Subject ◽  
Didactic Material

ResumoAnalisando o atual contexto educacional, em que o ensino muitas vezes é questionado, o presente trabalho propõem-se a entender melhor esse contexto e como ocorre a aplicação de conteúdos que abordam assuntos relativos à História da Ciência por professores do ensino médio, além de analisar as fontes que os professores utilizam ao buscar informações sobre o assunto. Para atingir tal objetivo, contou-se com a colaboração de dois professores, que, espontaneamente, por meio de entrevista e observação das suas aulas, forneceram dados para se estimar um panorama sobre a utilização e o conhecimento da HC por parte dos discentes selecionados. Esses dados foram posteriormente analisados e interpretados, sendo completados com a análise e posterior categorização de alguns pontos cruciais do material didático utilizado pelos professores. Como resultado, conseguiu-se diagnosticar uma carência de informações e modelos de como a História da Ciência pode ser aplicada no ensino médio por parte dos nossos professores colaboradores. Palavras-chave: História da Ciência; Ensino de Química, Modelos atômicos. Abstract Analyzing the current educational context, in which teaching is often questioned, the present work proposes to better understand this context and how the application of contents that deal with subjects related to the History of Science by high school teachers occurs, besides analyzing the sources that teachers use when seeking information about the subject. In order to reach this objective, two teachers were collaborated, who spontaneously, through interview and observation of their classes, provided data to estimate a panorama about the use and knowledge of HC by the selected students. These data were later analyzed and interpreted, being complemented with the analysis and later categorization of some crucial points of the didactic material used by the teachers. As a result, we have been able to diagnose a lack of information and models of how the History of Science can be applied in high school by our collaborating teachers. Keywords: History of Science, Chemistry Teaching, Atomic models.

scholarly journals Folkehøjskolerne og folket. Roar Skovmand: Folkehøjskolen i Danmark 1841-1892

1948 ◽  
Vol 1 (1) ◽  
pp. 91-97
Author(s):  
Fridlev Skrubbeltrang
Keyword(s):  
High School ◽  
High Schools ◽  
High School Teachers ◽  
Political Life ◽  
School Teachers ◽  
Folk High School ◽  
History Of ◽  
The Government ◽  
School Movement ◽  
Practical Sense

Review of Roar Skovmand’s ”Folkehøjskolen i Danmark, 1841— 1892“. By Fridlev Skrubbeltrang. Skovmand claims that the development of the Danish people in the second half of the 19th century can only be understood in connection with the Folk High-School movement. This is true, but only if we are speaking of rural, peasant Denmark, for it is not until the 20th century that the Folk High-Schools gained any considerable ground in the towns and among the workers. Historically there is nothing surprising in this development. The idea of educating the country youth sprang from the fruitful soil of the great land reforms ; and Grundtvig as a young man dreamt of “ sacrificing everything for the enlightenment of the peasants” . But in the 1840’s it was chiefly R. Sørensen’s plans for agricultural schools for the peasants that were being discussed, and only after 1864 did it become clear that it was Grundtvig’s Folk High-School idea that would triumph. Most of those who have previously written the history of the High-Schools have done so on the basis of their own personal experiences in the High-School movement. Skovmand has done it from a more scientific standpoint. He is less interested in the Folk High-School idea than in the way in which ideas and plans were carried into effect, and modified in the light of practical realities. He gives full place to the influence of the leading High-School personalities, and much of his book is based on their private papers, to which he has had access, as well as on the records of government departments. We learn much about the work of the High-Schools and its guiding tendencies, but comparatively little about its effect upon the students. The High-School’s fruits cannot be weighed or measured; but it opened new horizons and new worlds of thought and feeling to the young people of the country districts. From the rationalist point of view it was criticised as too fantastically idealistic, and likely to pervert the sound practical sense of the peasants. But the history of the rise of the Danish co-operative movement proved that the former students of the High- Schools by no means lacked realism and practical sense, and the High-Schools reaped much of the credit for its material success. Jakob Knudsen, friend and most exacting critic of the Folk High-School, demanded that it should be truly “ folkelig” and should develop the best characteristics of the peasants themselves, at a time when they were taking an increasingly prominent part in public life. But most of the leading High-School teachers came from other social classes; and it was hard for them to develop a genuine “ peasant culture” . The High-Schools gave many of their students a new joy in life, and a new desire to achieve something of value in co-operation with their fellows; but in some cases the enthusiasm they aroused was only transitory. It is not easy to measure the influence of the Folk High-School apart from that of the revival in the Church, with which it was closely connected. Many clergymen and teachers in children’s schools throughout the country shared with the High-School teachers in the work of enlightenment. Skovmand obviously knows the High-School from within, but he is less familiar with the life of the peasants in general. Much of the material which Skovmand uses to illustrate the attitude of the Government and Parliament to the High-Schoools is new, and throws fresh light on the position of the High-Schools in the political life of the country and on government policy with regard to grants, inspection, etc. Skovmand describes the attitude of the High-School to contemporary tendencies of thought (religious, political and national) as being “ as open as it could be if it were not to be wholly carried away by them” . In another little book (“Højskolen gennem 100 Aar” ) Skovmand brings the history of the High-School up to date. Denmark might have had good “ higher schools for peasants” and a co-operative movement even if Grundtvig had never lived, but there is no doubt that from him came the central driving force of the Folk High-School movement, which has won world fame. Skovmand strongly opposes Vilhelm la Cour’s suggestion that in the period after 1870 the High-School movement abandoned many of its original ideas, and lost much of its power. “The power was not lost, but had found a broader channel”, is his verdict. His book is the product of conscientious research combined with a real love for his subject.

«Ukrainsky Ingener» (Podiebrady, 1931—1932s): history of creation and functioning, content, authorship

2019 ◽  
pp. 3-13
Author(s):  
Nadiia Brailian
Keyword(s):  
High School Teachers ◽  
Trade Journal ◽  
School Teachers ◽  
Important Place ◽  
The Czech Republic ◽  
The World ◽  
History Of ◽  
Scientists And Engineers ◽  
Theoretical Science ◽  
Conditions Of Employment

The article explores the history of the creation and functioning of the «Ukrainsky Inzhener» magazine. In November 1930, the Congress of Unions of Ukrainian Emigrant Engineers from Poland, France and the Czech Republic was held in Podiebrady (Czechoslovakia). The latter formed the Union of Organizations of Ukrainian Engineers for Emigration. One of the objectives of this Union was publishing a trade journal, the magazine «Ukrainsky Inzhener», which was issued as a semi-annual edition in 1931—1932s in Podiebrady. The content of the magazine has been analyzed. Its main part featured professional articles of the Ukrainian scholars, high school teachers, engineers (from Prague, Krakow, Warsaw, Podiebrady, Brussels, Kharbin). Those illuminated a broad range of various questions pertaining to metallurgy, agronomy, economics, geodesics, architecture, chemistry, biology and other fields of applied and theoretical science. An important place in the journal was given to the rubric «Bibliography». The latter presented reviews on new publications relating to professional interests of engineers, printed in Germany, Poland, USA, Czechoslovakia, France. Those reviews were lengthy, with meticulously refereed content of the analyzed edition. The permanent rubric «Khronika» of this journal covered activities of the organizations of the Ukrainian engineers in emigration and upon the Ukrainian ethnic terrains. Under the heading «Rynok pratsi» there were printed publications on the opportunities and conditions of employment of the Ukrainian engineers in different countries of the world: Argentine, Belgium, Bulgaria, Brasil, Manchuria, Poland, Romania,France. We have elucidated authorship of the magazine. The latter comprised such renowned Ukrainian scholars as Olgerd-Hippolyt Bochkovsky, Leonid Hrabyna, Solomon Goldelman, Borys Ivanytsky, Ivan Feschenko-Chopovsky, Volodymyr Cherediiv, Ivan Shovgeniv and others. In total, over 40 Ukrainian and two Czech scientists and engineers collaborated with the journal. A bibliography of scholarly papers published in the journal has been compiled (See Appendix).

History of training University teachers in Russia in the XIX century

2017 ◽  
Author(s):  
Nadezhda Karnaukh
Keyword(s):  
High School ◽  
Graduate Students ◽  
Retrospective Analysis ◽  
High School Teachers ◽  
School Teachers ◽  
University Teachers ◽  
History Of ◽  
Xix Century ◽  
Russian Universities ◽  
Historical Periods

The monograph attempts to use a retrospective analysis to find out the factors that influenced the formation of the system of training Russian teachers for Russian universities in the XIX century, to consider the stages passed by this system, to systematize the requirements for the professionalism of a Professor at a Russian University in different historical periods. The book is addressed to high school teachers, graduate students, and undergraduates.

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