The events of the Holocaust of European Jews (and others) by the Nazi state between 1939 and 1945 deserve to be remembered and studied by the nursing profession. By approaching literary texts written by Holocaust ‘survivors’ from an interpersonal dimension, a reading of such works can develop an ‘ethic of responsibility’. By focusing on such themes as rationality, duty, witness and the virtues, potential lessons for nurses working with people in a variety of settings can be drawn. Implications for the (...) teaching of nursing ethics are made in the areas of the virtues, relationships, professional ethics and the moral community of nursing. (shrink)

The activities of early Protestantism have been sufficiently researched, especially nowadays. But most of the works are mostly about his penetration into the Ukrainian land and adaptation to new socio-historical conditions. Unfortunately, the original base of early Protestantism, in particular Calvinism, has not been practically studied, though we have preserved two particularly noteworthy testimonies of Ukrainian Calvinists. One of them is the Gospel teachings that emerged in the sixteenth century. in Transcarpathia in the village of Nyagovo of the present Tyachiv (...) district. The monument is so unexplored that even the Calvinist content is expressed in the scientific literature. In this connection, we set ourselves the task of analyzing the content of this monument and bringing it to Calvinism, that is, to reformation. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Teaching Ethics in the Health Care Setting Part I:Survey of the LiteratureMary Carrington Coutts (bio)The last twenty years have brought important changes to health care and health care education. Educators and students alike face an enormous number of new fields of study and new medical technologies. Health care professionals and institutions are also facing new challenges in the form of shrinking economic resources, and the AIDS epidemic. They (...) must also respond to increased patient participation in health care decisions, and public concern about abortion and euthanasia. These challenges to the health care professional have compelled educators to accommodate ethics within their already overcrowded curriculum. Those same dilemmas have influenced health care institutions to become active in health care ethics education.Medical ethics education gained a foothold in the United States during the late 1960s, when the medical schools of Pennsylvania State University, the University of Florida, and the State University of New York at Stonybrook established programs in the humanities (Pellegrino 1982). In 1978 Robert Veatch noted that formal teaching in medical ethics was rare; most institutions that taught medical ethics used "informal instruction in the apprenticeship mode" (Veatch 1978). However, by 1982 a survey by the American Medical Association (AMA) revealed that all but one of the 127 medical schools had courses that included medical ethics. Thirty eight of these had medical ethics as a required course (Pellegrino 1985). And by 1989, 43 of the 127 medical schools had separate courses in medical ethics, while 100 covered medical ethics within required courses. Medical ethics is now an accepted part of medical curriculum, though it is not fully mature, and its future remains somewhat unclear (Miles 1989).The evolution of ethics in the nursing curriculum has essentially mirrored that of the medical curriculum. A 1977 survey of baccalaureate nursing programs revealed that only 7 percent of nursing programs required courses in ethics [End Page 171] (Aroskar 1977). A decade later a second survey of undergraduate programs identified 85 percent of responding nursing schools as teaching nursing ethics either in separate ethics courses or within other required courses (Cassells and Redman 1989).Though the precise future of health care ethics may be unpredictable, there is little thought that the role of ethics will diminish in importance as the 21st century approaches. Ethics is seen as part of a larger plan to develop and enhance the health professional's human values, social conscience, and interpersonal skills. "This broader effort derives from concerns about the personal attributes and humanistic sensitivity of physicians, the recent overly 'scientized' trend in premedical education, the selection of medical students, and the socialization and cynicism engendered by medical education" (Miles 1989, p. 705).While nearly every medical and nursing school in the United States now teaches ethics in one form or another, the degree to which ethics is integrated into the curriculum varies from school to school. Some ethics courses are required elements of the students' education; some institutions require attendance at seminars and ethics grand rounds. Other schools offer an array of elective courses in topics that relate to ethics in medicine and nursing (including medical humanities, medicine and the law, literature and medicine, history of medicine, patient advocacy, and human values in nursing.) "Brown bag" seminars and journal clubs are also common.There is much debate over how health care ethics should be taught. Some argue that medical professionals should be conversant with theories of ethics and principles of biomedical ethics. Others think that a theoretical approach will alienate already over-worked medical or nursing students, and that instruction in ethical theory should be kept to a minimum. Case studies are frequently cited as a way to involve students in medical decision making, forcing them to analyze problems that they can relate to their own experiences.Additional concerns center around who should teach health care ethics. Frequently, physicians and nurses interested in ethics teach courses. Some commentators see this as the most desirable arrangement, asserting that practicing health care professionals best understand the conflicts faced by physicians and nurses-in-training. However, there is a growing pool of professionals who are undergoing training as medical ethicists. These individuals study ethical theory and bioethical... (shrink)

Teaching Ethics through Literature provides in-depth understanding of a new and exciting shift in the fields of English education, Literature, Language Arts, and Literacy through exploring their connections with ethics. The book pioneers an approach to integrating ethics in the teaching of Literature. This has become increasingly relevant and necessary in our globally connected age. A key feature of the book is its integration of theory and practice. It begins with a historical survey of the emergence of (...) the ethical turn in Literature education and grounds this on the ideas of influential Ethical Philosophers and Literature scholars. Most importantly, it provides insights into how teachers can engage students in ethical concerns through rich on-the-ground case studies of high school Literature teachers in Australia, Singapore and the United States. (shrink)

How do you effectively teach moral philosophy to classes of twenty to thirty-five students who come from diverse national, ethnic, religious, linguistic, and educational backgrounds, and most of whom have little or no interest in philosophy? In seeking ways to create a course that is relevant, practical, and engaging, I hit upon the idea of adapting literature circles to the study of moral philosophies. In this paper, I contextualize the need for an approach that promotes individual student responsibility (...) within a teamwork context, introduce the appropriateness and adaptability of the literature circles concept in a philosophy classroom, and uncover the theoretical structure underneath the strategy in order to make it more adaptable to other classrooms and courses. (shrink)

Literature provides us with otherwise unavailable insights into the ways emotions are produced, experienced and enacted in human social life. It is particularly valuable because it deepens our comprehension of the mutual relations between emotional response and ethical judgment. These are the central claims of Hogan's study, which carefully examines a range of highly esteemed literary works in the context of current neurobiological, psychological, sociological and other empirical research. In this work, he explains the value of literary (...) class='Hi'>study for a cognitive science of emotion and outlines the emotional organization of the human mind. He explores the emotions of romantic love, grief, mirth, guilt, shame, jealousy, attachment, compassion and pity - in each case drawing on one work by Shakespeare and one or more works by writers from different historical periods or different cultural backgrounds, such as the eleventh-century Chinese poet Li Ch'ing-Chao and the contemporary Nigerian playwright Wole Soyinka. (shrink)

To be a teacher of literature at a university today is to occupy a problematic position in the production and codification of knowledge - a fact that has generated a great deal of critical comment in recent years. But this position in its problematic dimensions is not necessarily new. The teacher of literature has always been a propagator of an aberrant science - yet a science that in its aberrations has more to do with the methodological problems of (...) the natural sciences than is usually credited. In this article the author approaches an initial statement of what makes the study of literature aberrant in this way, and in the process, elaborates upon a central dynamic of teaching literature that draws its strength from such scientific aberrance. In the process he moves towards a statement of the role played by an aberrant science in negotiating cultural identity. (shrink)

This study examines the effectiveness of teaching business ethics. It fills an important gap in the literature by utilizing students’ own personal reflections and reassessments involving an actual workplace ethical dilemma they have already faced. After submitting a personal ethical dilemma at the beginning of a business ethics course, students are later asked following the course whether they believe they would behave in a similar manner if they faced the same ethical dilemma again, and for what reasons. The (...) paper is organized as follows. Part one briefly summarizes the normative and descriptive research that has been conducted on the effectiveness of teaching business ethics. Part two outlines the qualitative research methodology used in the study followed by a discussion of the results and implications. The study finds that nearly one third of students would now act differently if they faced the same ethical dilemma again in the future. (shrink)

Developing informed and participatory citizens is one of the aims of the National Council for the Social Studies’ (NCSS) vision of civic education. However, when aspiring to meet the call for meaningful civic education, teachers may find themselves at odds with other goals of accountability-driven school environments, creating contexts in which ambitious teaching becomes the answer to instilling democratic citizenship in students. The purpose of this study is to document the experience of such an ambitious teacher, chronicling a fifth-grade (...) teacher's quest for ensuring her students’ access to civic education in an urban, highly-structured, and accountability-based school environment. Through describing her teaching philosophy, instructional strategies, and experience with administration hampering her ability to promote civic education, a pattern of ambitious social studies teaching commensurate with existing literature is supported and questioned. (shrink)

Students’ evaluation of teaching is a teaching quality evaluation method and teacher performance evaluation tool commonly used in Chinese and foreign universities, and it is also a controversial hot issue in the field of teaching evaluation. At present, the research results of students’ evaluation of teaching in higher education are relatively rich, mainly focusing on reliability, validity and its influencing factors, construction of index system, problems in practical application and improvement strategies. The purpose of this article is to study (...) the relevant research results of the current Chinese and foreign academic circles, in order to provide useful inspiration for the construction of the index system and practical application of the ideological and political theory course evaluation and teaching of Chinese college students. (shrink)

Paul Hirst’s reconceptualization of his epistemology provides a basis for this exploration of the various aspects of the rationale for teaching literature. The article reflects the close analysis of knowledge and the curriculum in his early work and develops insights in his later work. This leads to the identification of five strands that form the rationale for the role of literature within the curriculum. The first strand refers to the knowledge of context, cultural background, or information necessary to (...) engage with many works of literature. The second strand concerns the role of literature in providing pleasure. The third strand considers the role of literature in offering multiple forms of understanding and insight. Strands four and five address the place of literature in the educational context. The fourth strand refers to the possibilities offered for education in language by the close study of literary texts. The fifth strand concerns the honing of the ability to propose and defend arguments in the interpretation of texts as a conduit to the development of one aspect of practical reason. (shrink)

The underdevelopment of a pedagogical culture for research methods education and the lack of a body of knowledge with the potential to influence practice have been highlighted by previous studies. This systematic review explores the pedagogic approaches and strategies evident in recent literature (2014–2020) on teaching social science research methods in higher education. It synthesises 55 papers offering a detailed rationale for the approach and strategies employed in doctoral/post-doctoral education. While dispersed across journals, there is a plethora of case (...) studies and reflective accounts about teaching approach, strategy, tactics and tasks in research methods education. Most studies reviewed report on teaching qualitative methods and represent authors’ own teaching practices. Consistent with previous studies, experiential, active learning and student-centred approaches are predominantly discussed, often overlapping or combined with other approaches. This paper illustrates a growing pedagogic culture, represented by an increased volume of papers and theoretical discussion of practices, rationale and reflection on how research methods are taught and learnt. It is concluded that clear intention to engage in dialogue and contribute to evidence-based practice and knowledge in research methods education is evident, and that the ‘how to’ element is richly articulated and justified. (shrink)

hese notes don’t reach any conclusions. Their purpose is to point to issues one needs to think through seriously when thinking about logic teaching. They indicate some of the relevant literature where some of these issues are addressed, but they also raise points that seem to have been overlooked. They aim to promote informed discussion. That indeed was their origin: they are descended from an internal discussion document prepared a few years ago when the then Department of Philosophy at (...) the University of Edinburgh was reviewing its logic teaching. (shrink)

The present collection takes stock of posthumanism and its theoretical development and impact in the field of Anglophone literary and cultural studies, with a particular focus on its role in education and the practice of teaching English. Posthumanism informs work in environmental or ecological criticism, climate change research, or human-animal studies - and poses an educational challenge since it also affects curricular and pedagogic theory and practice. Moreover, humanist idea(l)s of subject formation and individually acquired competences have a direct bearing (...) on conceptions of education. This is why the volume interrogates the potentials and pitfalls of posthumanist pedagogies and its connections with digitization, multiliteracies, non-European and non-anthropocentric thinking, and the role of literature pedagogy more generally, presenting case studies of teaching the posthuman from primary to tertiary levels. (shrink)

Mixing passion and humor, a personal work of literary criticism that demonstrates the power of our greatest books to illuminate our lives. Why do we read literature? For Arnold Weinstein, the answer is clear: literature allows us to become someone else. Literature changes us by giving us intimate access to an astonishing variety of other lives, experiences, and places across the ages. Reflecting on a lifetime of reading, teaching, and writing, The Lives of Literature explores, with (...) passion, humor, and whirring intellect, a professor's life, the thrills and traps of teaching, and, most of all, the power of literature to lead us to a deeper understanding of ourselves and the worlds we inhabit. As an identical twin, Weinstein experienced early the dislocation of being mistaken for another person--and of feeling that he might be someone other than he had thought. In vivid readings elucidating the classics of authors ranging from Sophocles to James Joyce and Toni Morrison, he explores what we learn by identifying with their protagonists, including those who, undone by wreckage and loss, discover that all their beliefs are illusions. Weinstein masterfully argues that literature's knowing differs entirely from what one ends up knowing when studying mathematics or physics or even history: by entering these characters' lives, readers acquire a unique form of knowledge--and come to understand its cost. In The Lives of Literature, a master writer and teacher shares his love of the books that he has taught and been taught by, showing us that literature matters most because we never stop discovering who we are. (shrink)

Purpose. The purpose of the study is to show the connection of romanticism with the anthropological doctrine that goes back to Hegelianism and Kantianism, and at the same time – with the concepts of the future, structuralism and postmodernism. Theoretical basis. The man is a central figure of the Romantic literary, therefore it makes sense to single out romantic human anthropological doctrine and the image of man associated with a specific historical and cultural era called the "epoch of romanticism"; (...) to show that many romantic philosophical positions remained relevant to the basic foundations of contemporary anthropological research and coincide with it in analytical and critical thinking about a man, a person, his historical and evolutionary fate. Originality. The romantic worldview determined the specifics of anthropological discourse, both logical and illogical, remaining symbols and attaching, as for example, a real historical anecdote, a popular history, a philosophical thought, a myth, a famous literary episode and the arts multiplied by creative inspiration and imagination. This tendency determined the fragmentation of thinking and the scientific image of man as a dual being, nevertheless, presented and described in all the variety of relations with the world and with himself, that allows us to call this area of thought "the romantic human science". Conclusions. Structural analysis of numerous romantic texts allows us to draw the following conclusion: with mythopoetic imagery and anthropological thought about a man, romantic writers introduced the reader to any wisdom, to philosophical understanding of their human essence, to past and modern teachings, in a way processed antique, medieval and enlightening views, in which an important place was given to reflections on the place of man in nature, society, and history. Correlating the well-known statements about a person as a descendant of the "old Adam", "person", "personality", "soul", with the modern idea of historical and social development, about the evolution of the consciousness of a person who revealed himself as an individual in modern times, with scientific and aesthetic views, the writers of the first half of the XIX century gave romantic thought anthropological meaning and, in fact, laid the foundations of historical, social, psychological, cultural and psychoanalytic anthropology. (shrink)

Big Ideas for Little Kids includes everything a teacher, a parent, or a college student needs to teach philosophy to elementary school children from picture books. Written in a clear and accessible style, the book explains why it is important to allow young children access to philosophy during primary-school education. Wartenberg also gives advice on how to construct a "learner-centered" classroom, in which children discuss philosophical issues with one another as they respond to open-ended questions by saying whether they agree (...) or disagree with what others have said. (shrink)

The study of English literature was first introduced to the British colonies and protectorates, including Malaysia, in order to consolidate the cultural superiorityof the English people amongst the colonized natives. Its continuation in the postcolonial period of the twenty-first century, either as a component of the Englishlanguage subject at Malaysian secondary schools or as a degree program at Malaysian universities, has mainly been justified by the liberal-humanistic belief that canonical works in English literature display universal values that (...) should be cultivated in the minds of readers regardless of their nationality or religion. In the past few decades, confusion surrounding the exact nature of these values has resulted in the advent of materialistic philosophies of literary theory. In many Muslim countries, such as Malaysia, these theories have only served to increase reliance on Eurocentric readings of literature, ignoring resistance coming from Muslim readers who have their own Tawhidic spiritual outlook and values. This paper suggests the use of a paradigm that places a concern for spiritual matters at the core of comparative studies of English and Islamic literature, especially at Islamic educational institutions. This can benefit Muslims worldwide in the sense that it will present for them a more comprehensive role than literature alone can play in contributing to their spiritual development as well as generating appreciation for the universality of Islamic teachings. (shrink)

Wie wichtig ist Literatur für Bildung? Literatur, ehemals Bildungsmedium Nr. 1, droht zum Auslaufmodell zu werden, seitdem die neuen Medien ihren Siegeszug angetreten haben. In dieser Situation sind überzeugende literaturpädagogische Konzepte gefragt. Einen interessanten und originellen Ansatz liefert die sozialistische Reformpädagogin Anna Siemsen, die in der ersten Hälfte des 20. Jahrhunderts eine Vielzahl an Büchern und Aufsätzen verfasst hat, in denen der unersetzbare Wert von Literatur und Dichtung für Bildung verteidigt wird. Diese Studie rekonstruiert aus ihren Schriften eine «Theorie und (...) Praxis der Bildung durch Literatur». Damit füllt die Untersuchung ein erziehungswissenschaftliches Desiderat, denn sie ruft das Werk einer weitgehend vergessenen und verdrängten Pädagogin in Erinnerung, die zu den Außenseitern der Erziehungswissenschaft und Politik zählt. Berücksichtigt und ausgewertet werden zahlreiche Texte Siemsens, die oft nur über Archive und Antiquariate erhältlich sind. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Teaching Ethics in the Health Care SettingPart II: Sample SyllabusMary Carrington Coutts (bio)The National Reference Center for Bioethics Literature at the Kennedy Institute of Ethics receives many inquiries from instructors at institutions that are just beginning to teach medical ethics. In an effort to assist those individuals, we have devised a syllabus that could be adapted for many uses. This is intended to be an introductory level syllabus, (...) perhaps one that would be appropriate for continuing staff education in a hospital or for an undergraduate college course. Of course, every instructor has his or her own style and preference for course content. This is offered merely as a place to start.Recognizing that participants bring a variety of backgrounds to a course, four possible text books and two casebooks have been selected as texts for a course in health care ethics. There are a number of other books that also could have been chosen. Some of these are listed in Scope Note 15: Basic Resources in Bioethics (published in the Kennedy Institute of Ethics Journal 1 (1): 75-90, March 1991). Other video selections are listed in Scope Note 9: Bioethics Audiovisuals: 1982-Present (1988); (available directly from the National Reference Center for Bioethics Literature). Additional recommendations for works that provide cross-cultural or international views of medical ethics appear in the supplemental readings list at the end of this syllabus.TextbooksBiomedical Ethics. Edited by Thomas A. Mappes and Jane S. Zembaty. 3rd ed. New York: McGraw-Hill, 1990, 641 pp. Cited: (M&Z). This text is well-suited for undergraduate education, with selected readings by philosophers, lawyers, and physicians. Includes 45 brief case studies to [End Page 263] illustrate various units of readings.Contemporary Issues in Bioethics. Edited by Tom L. Beauchamp and LeRoy Walters. 3rd ed. Belmont, CA: Wadsworth Pub. Co., 1989, 655 pp. Cited: (B&W). Appropriate for upper-level undergraduate or graduate education, this text includes selected readings by important philosophers, lawyers, physicians, and organizations. Includes the abridged texts of many significant court cases and government or organizational documents. Does not include case studies.Ethical Issues in Modern Medicine. Compiled by John Arras and Nancy K. Rhoden. 3rd ed. Mountain View, CA: Mayfield, 1989, 585 pp. Cited: (A&R). This text is suitable for upper-level undergraduate or graduate studies. It includes selections from well-respected lawyers, philosophers, and a few physicians. Includes excerpts from important court cases and policy documents. Provides only a few hypothetical case studies but does relate some authentic cases that are relevant to the various sections.Taking Sides: Clashing Views on Controversial Bioethical Issues. Edited by Carol Levine. 3rd ed. Guilford, CT: Dushkin Pub. Group, 1989, 370 pp. Cited: (L). A compilation of contrasting readings from the popular Hastings Center Report, this book is appropriate for undergraduate or continuing health care education. It does not include an introduction to basic biomedical ethical theory. Perhaps less systematic in its approach to bioethics than the previous textbooks, this book covers twenty topics relating to reproduction, death and dying, human and animal experimentation, and selected public policy issues. Provides pro and con arguments for each issue.CasebooksCases in Bioethics: Selections from the Hastings Center Report. Edited by Carol Levine. Rev. and updated ed. New York: St. Martin's Press, 1989, 291 pp. Cited: (HCR). This text includes cases studies taken from the well-known Hastings Center Report. Two or three commentaries usually accompany each case.Pence, Gregory E. Classic Cases in Medical Ethics: Accounts of the Cases That Have Shaped Medical Ethics, With Philosophical, Legal, and Historical Backgrounds. New York: Mc-Graw-Hill, 1990, 398 pp. Cited: (CC). This book describes a collection of famous (and infamous) cases from the history of biomedical ethics. The accounts of the cases here are more detailed than in other texts, and the style is more casual. [End Page 264]Course OutlineBelow are possible topics for discussion, listed with the relevant portions for each book. It is anticipated that only one textbook and one casebook would be chosen for a course. Whenever possible, price information for video purchase or rentals has been included, however this information is subject to change.Session 1... (shrink)

Mimesis is a fundamental and pervasive human concept, but has attracted little attention from Johannine scholarship. This is unsurprising, since Johannine ethics, of which mimesis is a part, has only recently become a fruitful area of research. Bennema contends that scholars have not yet identified the centre of Johannine ethics, admittedly due to the fact that mimesis is not immediately evident in the Johannine text because the usual terminology for mimesis is missing. This volume is the first organized study (...) on the concept of mimesis in the Johannine literature. The aim of the study is to establish that mimesis is a genuine Johannine concept, to explain its particulars and to show that mimesis is integral to Johannine ethics. Bennema argues that Johannine mimesis is a cognitive, creative process that shapes the believer's identity and behaviour within the context of the divine family. Besides being instrumental in people's moral transformation, mimesis is also a vital mechanism for mediating the divine reality to people. (shrink)

This study describes Raden Panji Natarata's thoughts as a humanist, poet and religious scholar who thinks that the concepts of Javanese Sufism and Islamic Sufism are two contradictory ideas. Raden Panji Natarata describes his ideas through the medium of têmbang macapat (Javanese song) in a classic Javanese literature entitled Sêrat Bayanullah. Sêrat Bayanullah, which is used as a source of data for this research, is a collection of the Pura Mangkunegaran library, Surakarta, with catalogue number A-393. The scope (...) of this study focuses on Raden Panji Natarata's thoughts on the nature of life, which include the concepts of human creation, human death, and the after-death union of the servant with God. To obtain objective and comprehensive research results, the researchers used a qualitative descriptive research paradigm by applying hermeneutic theory. The results showed that Raden Panji Natarata's thoughts about the nature of life did not go beyond the limits of monotheism, while other poets tended to acculturate Javanese Sufism thoughts, which sometimes were not in line with the teachings of monotheism. CONTRIBUTION: As an academic contribution, this research is expected to enrich and preserve the repertoire of local research literature with Sufism nuances and their relationship with the thoughts of Sufi experts. Differences in perspective is natural, and the most important thing is mutual respect for differing opinions for the sake of creating harmony in life. (shrink)

Examining the nature of teachers’ emotions and how they are managed and regulated in the act of teaching is crucial to assess the quality of teachers’ instruction. Despite the essential role emotions play in teachers’ lives and instruction, research on teachers’ emotions has not paid much attention on teachers’ emotions in the context of daily teaching. This paper explored elementary teachers’ emotions while preparing for teaching and during teaching mathematics, reasons that underlie these emotions, and the relationship between their emotions (...) and the quality of their mathematics instruction. Participants were seven elementary teachers working in the U.S. who participated in Holistic Individualized Coaching (HIC) professional development that consisted of five cycles of coaching over an year. For each coaching cycle, pre-coaching conversation and post-coaching conversation data were collected regarding emotions teachers felt in anticipation of teaching and during teaching retrospectively. In order to compare teachers’ emotions with instructional quality, coaching sessions were video recorded and analyzed to determine the quality of instruction. Findings of this study showed that teachers reported six categories of emotions (positive, negative, neutral, blended-positive, blended-negative, and mixed), described emotions often in non-typical ways (e.g., “not nervous”, “anxious but in a positive way”), and experienced mixed emotions (co-occcurence of positive and negative emotions) as the most dominant emotion. Teachers also had more positive emotions anticipating teaching than actually teaching the lesson. The reason teachers felt mixed emotions reflected the complex and context-specific nature of teaching, a phenonemenon not currently described in the teacher emotion literature. There were no clear relationships between emotional experiences and instructional quality. This study allowed participants to freely describe their authentic, complex, overlapping, and ambiguous emotions in the context of active teaching, which contributes opening up the possibilities of diversifying teacher emotion research and shows the significance and usefulness of understanding teachers’ emotions related to active instruction. (shrink)

Inventions of Teaching: A Genealogy is a powerful examination of current metaphors for and synonyms of teaching. It offers an account of the varied and conflicting influences and conceptual commitments that have contributed to contemporary vocabularies--and that are in some ways maintained by those vocabularies, in spite of inconsistencies and incompatibilities among popular terms. The concern that frames the book is how speakers of English invented (in the original sense of the word, "came upon") our current vocabularies for teaching. Conceptually, (...) this book is unique in the educational literature. As a whole, it presents an overview of the major underlying philosophical and ideological concepts and traditions related to knowledge, learning, and teaching in the Western world, concisely introducing readers to the central historical and contemporary discourses that shape current discussions and beliefs in the field. Because the organization of historical, philosophical, theoretical, and etymological information is around key conceptual divergences in Western thought rather than any sort of chronology, this text is not a linear history, but several histories--or, more precisely, it is a genealogy. Specifically, it is developed around breaks in opinion that gave or are giving rise to diverse interpretations of knowledge, learning, and teaching--highlighting historical moments in which vibrant new figurative understandings of teaching emerged and moments at which they froze into literalness. The book is composed of two sorts of chapters, "branching" and "teaching." Branching chapters include an opening treatment of the break in opinion, separate discussions of each branch, and a summary of the common assumptions and shared histories of the two branches. Teaching chapters offer brief etymological histories and some of the practical implications of the terms for teaching that were coined, co-opted, or redefined within the various traditions. Inventions of Teaching: A Genealogy is an essential text for senior undergraduate and graduate courses in curriculum studies and foundations of teaching and is highly relevant as well for students, faculty, and researchers across the field of education. (shrink)

The past decades have seen an increase in the design and implementation of sexuality education programs deemed comprehensive within formal schooling. Qualitative research is gaining relevance in the field; however, few studies focus on youth perspectives. This study analyzes qualitative research through a literature review on the implementation of Comprehensive Sexuality Education (CSE) programs from the perspective of young people. A review of qualitative studies and a meta-synthesis were conducted to outline a state-of-the-art of qualitative research on youth (...) perceptions of CSE. Results point to two main areas of concern for youth: contents and pedagogy. There remains a general dissatisfaction over the depth and breadth of the CSE curriculum, leaving young people feeling unprepared for positive relationships and good sexual health. In terms of pedagogy, there is still a shortfall in the effective implementation of innovative teaching and learning strategies, pointing towards a gap regarding the pedagogical frameworks underlying CSE. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Latin Literature. A HistoryRichard F. ThomasGian Biagio Conte. Latin Literature. A History. Translated by Joseph B. Solodow. Revised by Don Fowler and Glenn W. Most. Baltimore and London: The Johns Hopkins University Press, 1994. xxxiii 1 827 pp. $65.00.The work under review is a translation of Gian Biagio Conte’s 1987 book Letteratura latina; Manuale storico dalle origini alla fine dell’ impero, a book whose title page (...) acknowledged the collaboration of Alessandro Barchiesi, Emanuele Narducci, Giovanni Polara, Giuliano Ranucci, and Gianpiero Rosati. In the translation these scholars have been moved into C.’s “Acknowledgements,” making room for the new group on the title page, as given above. Of these, Don Fowler provided a bibliography and “in a sense has helped to direct the whole editorial enterprise,” while Glenn Most (like Solodow, one of C.’s English translators), rewrote sections on reception. Elaine Fantham introduces the work with an encomiastic “blurb” and general appreciation of the scholarship of C. C.’s own preface adds to the “gang of five” original collaborators a new group of three (Mario Labate, Alessandro Schiesaro, Rolando Ferri) who “have freely given me the support of their attentive and considerate criticism.” One recent reviewer talks of “the thorough control of the material by the single mind of the original author” (Robert P. Sonkowsky, The Key Reporter 61.3 [1996] 13), as does another for whom “the book is the production of a single mind” (J. Griffin, “The Long Latin Line,” review in New York Review of Books [Oct. 6, 1994] 43); it therefore seems only right to register my dissent from such a judgment.Much in Latin studies right now seems to involve a pack mentality: teams toil away for their grex, writing encomiastic and disingenuously uncritical reviews, or footnotes acknowledging the help of other teammates, attending conferences, organizing group-solidifying essay collections, even new series and manifestoes promising a “New Latin”—a term that seems to have no particular theoretical or intellectual content, nor a purpose other than to appeal vaguely for some sort of postmodernist approval. Barbara F. McManus’ summary of a paper on the uses of e-mail for mobilizing interest groups, delivered at a conference on computers and the classics by the very editor of the book under review, Don Fowler (“The Scroll and the Screen: Computers and Classical Literary Criticism”), gives a clear account of procedure and techniques in use:Electronic communication allows small groups with strongly related interests to form, cohere, and influence the larger disciplinary community; because such groups start with fundamental agreement on intellectual frameworks and approaches, they can develop ideas rapidly and in depth.(2/8/97 )What happens when other, less organized and more individual, insights fail to coincide with the “fundamental agreement” of the “group,” and how, we might wonder, will such individualism hold up in the face of this mission to “influence the larger disciplinary community”? [End Page 471]Be all this as it may and whatever the realities of authorship, the achievement of Gian Biagio Conte’s volume is a signal one. Latin Literature is a work of considerable value, a work which I have already used with success in teaching the history of Latin literature. Whatever the state of its authorship, I would now move to a review of some of its merits, which are considerable, and in which C. himself is obviously a participant throughout. The book begins with the origins of Latin literature and extends to Bede and the national literatures that were to transmit Latin literature into the vernaculars, that would in turn connect the essential themes and fundamental concerns of classical Latin literature to the cognate and evolving experiences of later antiquity and the middle ages. The original authors worked to a formulaic scheme: generally “Life,” “Works,” some treatment of cultural/political/social context, “Literary Success” (for the Italian “Fortuna”—I would have preferred “Reception”), and bibliography. This latter, again by Fowler, is developed from the Italian version and is generally made more international, often with the result that it sits somewhat uneasily with the original articles, which are largely unchanged, and whose authors presumably made... (shrink)

Although the popularity of Humane Education Programs as a method of teaching compassion and caring for all living beings is increasing, there is a need for rigorous, methodologically sound research evaluating the efficacy of HEP. Recent calls for the inclusion of HEP within broader humanistic, environmental, and social justice frameworks underline the importance of HEP beyond a simple “treatment of animals” model. Lack of methodological rigor in the majority of published HEP studies and dispersal across disparate fields , however, means (...) that there is a potential for the popular use of HEP to outstrip our understanding of the variables that impact efficacy. The current study discusses some of these issues and presents a pilot study of a literature-only HEP intervention. Comparisons with an age-matched control group indicated that the four-week HEP resulted in an increase in measures of empathy and treatment of animals, although only the increase in empathy levels was significant. This paper discusses the implications of the current results and areas in need of future consideration. (shrink)

BackgroundThere is increasing need for peer reviewers as the scientific literature grows. Formal education in biostatistics and research methodology during residency training is lacking. In this pilot study, we addressed these issues by evaluating a novel method of teaching residents about biostatistics and research methodology using peer review of standardized manuscripts. We hypothesized that mentored peer review would improve resident knowledge and perception of these concepts more than non-mentored peer review, while improving review quality.MethodsA partially blinded, randomized, controlled (...) multi-center study was performed. Seventy-eight neurology residents from nine US neurology programs were randomized to receive mentoring from a local faculty member or not. Within a year, residents reviewed a baseline manuscript and four subsequent manuscripts, all with introduced errors designed to teach fundamental review concepts. In the mentored group, mentors discussed completed reviews with residents. Primary outcome measure was change in knowledge score between pre- and post-tests, measuring epidemiology and biostatistics knowledge. Secondary outcome measures included level of confidence in the use and interpretation of statistical concepts before and after intervention, and RQI score for baseline and final manuscripts.ResultsSixty-four residents (82%) completed initial review with gradual decline in completion on subsequent reviews. Change in primary outcome, the difference between pre- and post-test knowledge scores, did not differ between mentored (−8.5%) and non-mentored (−13.9%) residents (p = 0.48). Significant differences in secondary outcomes (using 5-point Likert scale, 5 = strongly agree) included mentored residents reporting enhanced understanding of research methodology (3.69 vs 2.61; p = 0.001), understanding of manuscripts (3.73 vs 2.87; p = 0.006), and application of study results to clinical practice (3.65 vs 2.78; p = 0.005) compared to non-mentored residents. There was no difference between groups in level of interest in peer review (3.00 vs 3.09; p = 0.72) or the quality of manuscript review assessed by the Review Quality Instrument (RQI) (3.25 vs 3.06; p = 0.50).ConclusionsWe used mentored peer review of standardized manuscripts to teach biostatistics and research methodology and introduce the peer review process to residents. Though knowledge level did not change, mentored residents had enhanced perception in their abilities to understand research methodology and manuscripts and apply study results to clinical practice. (shrink)

This essay introduces an approach to teach electronic literature in English Studies students; first introduces to the students what electronic literature is, that is, its main features, goals and genres. Secondly, it provides examples of women writers and their importance in the development of this kind of literature. Thirdly, it shows two electronic literary works written by women that may be part of the course’s core readings. This article dives into and breaks apart these literary texts through (...) an introduction and a close reading of them. (shrink)

Recent debates among scholars in Literature education have led to polarizing views about the aims of the subject. The debate reignites ancient quarrels about the aesthetic and political values of literary study and relatedly, the different pedagogical approaches to teaching. In the first part of this paper, I explore the aesthetic-political divide in Literature education paying particular attention to how this was reinforced by New Criticism and Poststructuralist Criticism as these were key movements that have had a (...) significant influence on the teaching of Literature in schools. More importantly, I argue that such a divide exemplified the different goals of the West, in which Literature education originated as a platform for the cultivation of taste, and Postcolonial countries, in which the subject was utilized as a political tool for colonization resulting in acts of mimicry and subversion among colonized subjects. In the second part of the paper, I apply third space theory to disrupt the aesthetic-political divide. I discuss the need to create third spaces in Literature classrooms that are critical, inclusive, negotiated and ethical allowing students to engage with aesthetic, political and ethical dimensions of literature. (shrink)

Although the popularity of Humane Education Programs as a method of teaching compassion and caring for all living beings is increasing, there is a need for rigorous, methodologically sound research evaluating the efficacy of HEP. Recent calls for the inclusion of HEP within broader humanistic, environmental, and social justice frameworks underline the importance of HEP beyond a simple “treatment of animals” model. Lack of methodological rigor in the majority of published HEP studies and dispersal across disparate fields , however, means (...) that there is a potential for the popular use of HEP to outstrip our understanding of the variables that impact efficacy. The current study discusses some of these issues and presents a pilot study of a literature-only HEP intervention. Comparisons with an age-matched control group indicated that the four-week HEP resulted in an increase in measures of empathy and treatment of animals, although only the increase in empathy levels was significant. This paper discusses the implications of the current results and areas in need of future consideration. (shrink)

An introductory anthology to the wide range of knowledge and wisdom of the Yoga tradition edited, with many new translations, by the leading writer on Yoga today. Millions of Americans have taken up the practice of yoga as a way of reducing stress, increasing flexibility, and improving overall health. But Yoga is more than a physical discipline it is a four-thousand-year-old tradition with a rich philosophical and spiritual heritage. The readings in this book offer an inspirational introduction to this vast (...) treasury of literature. Presented here is a wide range of the most accessible writings, including: Teachings on the path of liberation from the ancient Hindu Upanishads Tevotional love songs in praise of Krishna by the celebrated poet Mirabai (1498-1550) Insights on the attainment of joy from the great Sanskrit epic Mahabharata Inspiring sayings and teachings from contemporary masters like Gandhi, Swami Vivekananda, and Gopi Krishna Notes for each selection are provided, as well as an annotated reading list to guide readers in their further study of the Yoga tradition. (shrink)

The article argues that a critical encounter with pre-modern literatures from the national past is long overdue under the impact of a globalized discourse of sexuality. Its effects are already felt at the level of both pedagogy and literary reading, one reconstituting the other, in the ‘global classroom’, a self-conscious pedagogical space imagined by the new educational policy to bring about a globally accredited cultural homogeneity. The case study comes from teaching erotic poetry at an Indian university, from the (...) joint literary complex of Hindi and Urdu in South Asia, a theme uncomfortably located in national culture not just because of its sexuality but its association with non-national linguistic elements which the article terms ‘Indo-Islamic’. The overlapping of the sexual modern with the Indo-Islamic resurfaces a tension in the nationalized body of literary writing in Hindi/Urdu, the major ‘national’ languages of South Asia. This encounter of erotic poetry in old Hindi and Urdu with globalized sexuality, the article shows, offers a chance to reflect on how literary studies are being reshaped by the assumptions of a monolingual, monocultural global sexuality in our nationalist times. (shrink)

In order to explore whether and how Jewish teachings influence the attitudes of strictly-orthodox Jews to clinical trials, 10 strictly-orthodox Jews were purposively selected and interviewed, using a semi-structured schedule. Relevant literature was searched for similar studies and for publications covering relevant Jewish teachings. Thematic analysis was used to analyse transcribed interviews and explore relationships between attitudes and Jewish teachings identified in the review. Participants’ attitudes were influenced in a variety of ways: by Jewish teachings on the over-riding importance (...) of preserving life—the need to avoid risks affecting life and health, while taking risks to preserve life—and the religious obligation to help others, as well as by previous experience. Attitudes mirrored those in the general population, enabling many participants to reach conclusions that did not differ materially from those of the general population or research ethics committees. (shrink)

Phenomenology has remained a sheltering place for those who would seek to understand not only their own “first person” experiences but also the first person experiences of others. Recent publications by renowned scholars within the field have clarified and extended our possibilities of access to “first person” experience by means of perception (Lingis, 2007) and reflection (Zahavi, 2005). Teaching phenomenology remains a challenge, however, because one must find ways of communicating to the student how to embody it as a process (...) rather than simply to learn about it as a content area. Another challenge issues from the fact that most writings on applied phenomenology emphasize individual subjectivity as the central focus, while offering only indirect access to the subjectivity of others (for example, by way of analyzing written descriptions provided by the individual under study). While one finds in the literature of psychotherapy plentiful elucidations of the “we-experience” within which therapists form impressions of their clients’ experience, there is still need for a more thoughtful clarification of our rather special personal modes of access to the experience of others in everyday life. This paper will present “second person perspectivity” as a mode of resonating with the expressions of others and will describe class activities that can bring students closer to a lived understanding of what it means to be doing phenomenology in the face of the other. (shrink)

In general, we know that gesture accompanying spoken instruction can help children learn. The present study was conducted to better understand how gesture can support children’s comprehension of spoken instruction and whether the benefit of teaching though speech and gesture over spoken instruction alone depends on differences in cognitive profile – prior knowledge children have that is related to a to-be-learned concept. To answer this question, we explored the impact of gesture instruction on children’s analogical reasoning ability. Children between (...) the ages of 4 and 11 years solved scene analogy problems before or after speech alone or speech and gesture instruction while their visual attention was monitored. Our behavioral results suggest a marginal benefit of gesture instruction over speech alone, but only 5-year-old children showed a distinct advantage from speech+gesture instruction when solving the post-instruction trial, suggesting that at this age, children have the cognitive profile in place to utilize the added support of gesture. Furthermore, while speech+gesture instruction facilitated effective visual attention during instruction, directing attention away from featural matches, and towards relational information, was pivotal for younger children’s success post instruction. We consider how these results contribute to the gesture-for-learning literature and consider how the nuanced impact of gesture is informative for educators teaching tasks of analogy in the classroom. (shrink)

Although the teaching of medical ethics and law in medical education is an old story that has been told many times in medical literature, recent studies show that medical students and physicians lack confidence when faced with ethical dilemmas and medico-legal issues. The adverse events rates and medical lawsuits are on the rise whereas many medical errors are mostly due to negligence or malpractices which are preventable. While it is true that many medical schools teach their students medical law (...) and ethics, there are wide variations in what is being taught because there is no universally agreed syllabus. Yet the knowledge of medical law and ethics is closely relevant to the medical profession and that failure in abiding the law may result in serious civil or even criminal consequences. While this paper does not propose to lay detailed analysis of the relevant areas of law or ethics, it proposes to cover some legal areas so as to highlight and bring to attention the need for a medical law and ethics course. This article also considers the problems faced and recommendation as to future directions to be taken with respect to teaching medical law and ethics. It concludes with a suggested course outline for the teaching of medical law and ethics. (shrink)

Traditionally, analytic philosophers writing on aesthetics have given short shrift to nature. The last thirty years, however, have seen a steady growth of interest in this area. The essays and books now available cover central philosophical issues concerning the nature of the aesthetic and the existence of norms for aesthetic judgement. They also intersect with important issues in environmental philosophy. More recent contributions have opened up new topics, such as the relationship between natural sound and music, the beauty of animals, (...) and the aesthetics of gardens. Using these materials, it is now easy to include a module on the aesthetics of nature as one part of an introductory course on aesthetics, or even to design an entire upper-level undergraduate or graduate seminar around the topic. Author Recommends: Don Mannison, 'Comments Stimulated by Reinhardt's Remarks: A Prolegomenon to a Human Chauvinistic Aesthetic'. Environmental Philosophy. Eds. Don Mannison, Michael McRobbie, and Richard Routley (Canberra: Australian National University, 1980), 212–16. Readers coming fresh to contemporary debates may find the lack of attention to natural beauty in twentieth-century philosophy somewhat puzzling. This paper, which defends the view that nature cannot be aesthetically appreciated as such, presents this attitude in a particularly pure form. Ronald Hepburn, 'Contemporary Aesthetics and the Neglect of Natural Beauty'. British Analytical Philosophy. Eds. Bernard Williams and Alan Montefiore (London: Routledge and Kegan Paul, 1966), 285–310. Reprinted in The Aesthetics of Natural Environments. Eds. Allen Carlson and Arnold Berleant (Peterborough, Ontario: Broadview Press, 2004). This seminal essay marks the beginning of contemporary discussion of the aesthetics of nature. Many of its ideas and themes continue to reverberate in contemporary debates. Allen Carlson, Aesthetics and the Environment: The Appreciation of Nature, Art and Architecture (London: Routledge, 2000). This volume is a collection of Carlson's influential essays on environmental aesthetics. Chapters 4 and 5, 'Appreciation and the Natural Environment' and 'Nature, Aesthetic Judgment, and Objectivity', set the agenda for much subsequent discussion in the aesthetics of nature. Chapter 6, 'Nature and Positive Aesthetics', develops and defends the controversial idea that nature, unlike art, is always aesthetically good. Arnold Berleant, 'The Aesthetics of Art and Nature'. Landscape, Natural Beauty and the Arts. Eds. Salim Kemal and Ivan Gaskell (Cambridge: Cambridge University Press, 1993), 228–43. Reprinted in The Aesthetics of Natural Environments. Eds. Allen Carlson and Arnold Berleant (Peterborough, Ontario: Broadview Press, 2004). In this paper, Berleant presents his influential idea of an 'engaged aesthetics' for nature. Yuriko Saito, 'The Aesthetics of Unscenic Nature'. Journal of Aesthetics and Art Criticism 56 (1998): 101–11. This article develops Saito's idea that ethical considerations play a critical role in the aesthetics of nature, and presents a novel argument for Positive Aesthetics for nature. Malcolm Budd, The Aesthetic Appreciation of Nature: Essays on the Aesthetics of Nature (Oxford: Oxford University Press, 2002). This book collects Budd's papers on the aesthetics of nature, which contain important criticisms of Carlson's natural environmental model and the notion of Positive Aesthetics for nature. Noël Carroll, 'On Being Moved by Nature: Between Religion and Natural History'. Landscape, Natural Beauty and the Arts. Eds. Salim Kemal and Ivan Gaskell (Cambridge: Cambridge University Press, 1993), 244–66. Reprinted in The Aesthetics of Natural Environments. Eds. Allen Carlson and Arnold Berleant (Peterborough, Ontario: Broadview Press, 2004). This paper argues for the importance of aesthetic appreciation that emphasizes emotional responses to nature. A philosophically sophisticated and influential treatment by a leading aesthetician. Ned Hettinger, 'Allen Carlson's Environmental Aesthetics and Protection of the Environment'. Environmental Ethics 27 (2005): 57–76. In this essay, an environmental philosopher gives careful and thorough consideration to the place of aesthetic considerations in environmental protection, focusing on Carlson's work. John Andrew Fisher, 'What the Hills are Alive With: In Defense of the Sounds of Nature'. Journal of Aesthetics and Art Criticism 56 (1998): 167–79. Reprinted in The Aesthetics of Natural Environments. Eds. Allen Carlson and Arnold Berleant (Peterborough, Ontario: Broadview Press, 2004). Most discussions of nature aesthetics focus on visual experiences; this essay is the first philosophical study of the aesthetics of natural sounds. A nuanced and original paper. Allen Carlson and Arnold Berleant. 'Introduction: The Aesthetics of Nature'. The Aesthetics of Natural Environments. Eds. Allen Carlson and Arnold Berleant (Peterborough, Ontario: Broadview Press, 2004), 11–42. A comprehensive review of the literature, this essay contains the best available bibliography on the subject. Online Materials: http://plato.stanford.edu/entries/environmental-aesthetics/ Environmental Aesthetics: Allen Carlson's entry in the Stanford Encyclopedia of Philosophy. http://www.aesthetics-online.org/articles/index.php?articles_id=17 Teaching Environmental Aesthetics: Allen Carlson's article on the American Society for Aesthetics Web site. http://www.uqtr.uquebec.ca/AE/Vol_6/ Volume 6 of AE: Canadian Aesthetics Journal /Revue canadienne d'esthetique: Papers by Thomas Heyd and Ira Newman on Allen Carlson's book Aesthetics and the Environment, along with a response from Carlson. http://www.contempaesthetics.org/newvolume/pages/article.php?articleID=400 Paradoxes and Puzzles: Appreciating Gardens and Urban Nature: An essay by Stephanie Ross in the online journal Contemporary Aesthetics. Sample Syllabus for a three-week module in an undergraduate aesthetics course: This three week module can easily be adapted to fit shorter available class time or reduced reading expectations for students. A lighter two-week module, for instance, would drop the Hepburn reading and do either the Carroll essay or the Saito essay, but not both. Note that all readings for this module are reprinted in Allen Carlson and Arnold Berleant (eds.), The Aesthetics of Natural Environments (Peterborough, Ontario: Broadview Press, 2004). Week 1: Introduction Reading: Ronald Hepburn, 'Contemporary Aesthetics and the Neglect of Natural Beauty'. British Analytical Philosophy. Eds. Bernard Williams and Alan Montefiore (London: Routledge and Kegan Paul, 1966), 285–310. Discussion of Hepburn's essay will allow the instructor to bring out the distinctive issues and themes of the aesthetics of nature. Week 2: Objectivity or Subjectivity? Readings: Allen Carlson, 'Appreciation and the Natural Environment'. Journal of Aesthetics and Art Criticism 37 (1979): 267–76. Arnold Berleant, 'The Aesthetics of Art and Nature'. Landscape, Natural Beauty and the Arts. Eds. Salim Kemal and Ivan Gaskell (Cambridge: Cambridge University Press, 1993), 228–43. This section covers two very different approaches to thinking about the aesthetic appreciation of nature. Consideration of these provides an opportunity for students to reflect on nature's relationship to art, and on the character of aesthetic experience itself. Week 3: Pluralistic Approaches Readings: Yuriko Saito, 'Appreciating Nature on its Own Terms'. Environmental Ethics 20 (1998): 135–49. Noël Carroll, 'On Being Moved by Nature: Between Religion and Natural History'. Landscape, Natural Beauty and the Arts. Eds. Salim Kemal and Ivan Gaskell (Cambridge: Cambridge University Press, 1993), 244–66. This section considers approaches that are motivated by perceived limitations of the two approaches mentioned above. In discussing these, students will focus on the significance, for the aesthetics of nature, of emotion and also of broader ethical considerations. Sample Syllabus for an upper-level undergraduate or graduate seminar: Books on Syllabus: Glenn Parsons, Aesthetics and Nature [AN] (London: Continuum Press, forthcoming November 2008). Allen Carlson, Aesthetics and the Environment: The Appreciation of Nature, Art and Architecture [AE] (London: Routledge, 2000). Allen Carlson and Arnold Berleant (eds.), The Aesthetics of Natural Environments [ANE] (Peterborough, Ontario: Broadview Press, 2004). Week 1: Introduction Parsons, AN, ch. 1. Allen Carlson, 'Environmental Aesthetics'. The Routledge Companion to Aesthetics. Eds. Berys Gaut and Dominic Lopes (London: Routledge, 2001), 423–36. Don Mannison, 'Comments Stimulated by Reinhardt's Remarks: A Prolegomenon to a Human Chauvinistic Aesthetic'. Environmental Philosophy. Eds. Don Mannison, Michael McRobbie, and Richard Routley (Canberra: Australian National University, 1980), 212–16. Ronald Hepburn, 'Contemporary Aesthetics and the Neglect of Natural Beauty'. British Analytical Philosophy. Eds. Bernard Williams and Alan Montefiore (London: Routledge and Kegan Paul, 1966), 285–310. Reprinted in ANE. Week 2: Imagination Parsons, AN, ch. 2. Thomas Heyd, 'Aesthetic Appreciation and the Many Stories About Nature'. British Journal of Aesthetics 41 (2001): 125–37. Reprinted in ANE. Emily Brady, 'Imagination and the Aesthetic Appreciation of Nature'. Journal of Aesthetics and Art Criticism 56 (1998): 139–47. Reprinted in ANE. Marcia Eaton, 'Fact and Fiction in the Aesthetic Appreciation of Nature'. Journal of Aesthetics and Art Criticism 56 (1998): 149–56. Reprinted in ANE. Week 3: Formalism Parsons, AN, ch. 3. Carlson, 'Formal Qualities and the Natural Environment', AE, ch. 3. Allen Carlson, 'On the Possibility of Quantifying Scenic Beauty'. Landscape Planning 4 (1977): 131–72. Ira Newman, 'Reflections on Allen Carlson's Aesthetics and the Environment'. AE: Canadian Aesthetics Journal /Revue canadienne d'esthetique 6 (2001) http://www.uqtr.uquebec.ca/AE/Vol_6/Carlson/newman.html>. Nick Zangwill, 'Formal Natural Beauty'. Proceedings of the Aristotelian Society 21 (2001): 209–24. Week 4: Science and Nature Aesthetics Parsons, AN, ch. 4. Aldo Leopold, 'Country'. A Sand County Almanac, with Essays on Conservation from Round River (New York, NY: Ballantine Books, 1966), 177–80. Carlson, 'Appreciation and the Natural Environment', AE, ch. 4. Carlson, 'Nature, Aesthetic Judgment, and Objectivity', AE, ch. 5. Glenn Parsons, 'The Aesthetics of Nature'. Philosophy Compass 2 (2007): 358–72. Week 5: Positive Aesthetics Carlson, 'Nature and Positive Aesthetics', AE, ch. 6. Eugene Hargrove, Foundations of Environmental Ethics (Denton, TX: Environmental Ethics Books, 1996), ch. 6. Yuriko Saito, 'The Aesthetics of Unscenic Nature'. Journal of Aesthetics and Art Criticism 56 (1998): 101–11. Malcolm Budd, 'The Aesthetics of Nature'. Proceedings of the Aristotelian Society 100 (2000): 137–57. Glenn Parsons, 'Nature Appreciation, Science and Positive Aesthetics'. British Journal of Aesthetics 42 (2002): 279–95. Week 6: Animals Edmund Burke, A Philosophical Enquiry into the Origin of our Ideas of the Sublime and Beautiful. Ed. James T. Boulton (Notre Dame, IN: University of Notre Dame Press, 1968 [1757]), Pt. III, sec. VI. Holmes Rolston III, 'Beauty and the Beast: Aesthetic Experience of Wildlife'. Valuing Wildlife: Economic and Social Perspectives. Eds. Daniel J. Decker and Gary R. Goff (Boulder, CO: Westview Press, 1987), 187–96. Glenn Parsons, 'The Aesthetic Value of Animals'. Environmental Ethics 27 (2007): 151–69. Week 7: Pluralism Parsons, AN, ch. 5. Noël Carroll, 'On Being Moved by Nature: Between Religion and Natural History'. Landscape, Natural Beauty and the Arts. Eds. Salim Kemal and Ivan Gaskell (Cambridge: Cambridge University Press, 1993), 244–66. Reprinted in ANE. Yuriko Saito, 'Appreciating Nature on its Own Terms'. Environmental Ethics 20 (1998): 135–49. Reprinted in ANE. Ronald Hepburn, 'Nature Humanized: Nature Respected'. Environmental Values 7 (1998): 267–79. Ronald Hepburn, 'Trivial and Serious in Aesthetic Appreciation of Nature'. Landscape, Natural Beauty and the Arts. Eds. Salim Kemal and Ivan Gaskell (Cambridge: Cambridge University Press, 1993), 65–80. Glenn Parsons and Allen Carlson, 'New Formalism and the Aesthetic Appreciation of Nature'. Journal of Aesthetics and Art Criticism 62 (2004): 363–76. Week 8: Engagement Parsons, AN, ch. 6. Arnold Berleant, 'The Aesthetics of Art and Nature'. Landscape, Natural Beauty and the Arts. Eds. Salim Kemal and Ivan Gaskell (Cambridge: Cambridge University Press, 1993), 228–43. Reprinted in ANE. Cheryl Foster, 'The Narrative and the Ambient in Environmental Aesthetics'. Journal of Aesthetics and Art Criticism 56 (1998): 127–37. Reprinted in ANE. Allen Carlson, 'Aesthetics and Engagement'. British Journal of Aesthetics 33 (1993): 220–27. Week 9: The Sublime Immanuel Kant, Critique of the Power of Judgment. Trans. P. Guyer and E. Matthews (Cambridge University Press, 2000 [1790]). Excerpts from sections 23–9. Edmund Burke, A Philosophical Enquiry into the Origin of our Ideas of the Sublime and Beautiful. Ed. James T. Boulton (Notre Dame, IN: University of Notre Dame Press, 1968 [1757]). Excerpts from Pt. II, sections 1–8. Ronald Hepburn, 'The Concept of the Sublime: Has it any Relevance for Philosophy Today?'. Dialectics and Humanism 15 (1988): 137–55. Stan Godlovitch, 'Icebreakers: Environmentalism and Natural Aesthetics'. Journal of Applied Philosophy 11 (1994): 15–30. Reprinted in ANE. Malcolm Budd, 'Delight in the Natural World: Kant on the Aesthetic Appreciation of Nature. Part I: The Sublime in Nature'. British Journal of Aesthetics 38 (1998): 233–50. Week 10: Aesthetic Preservation Parsons, AN, ch. 7. Janna Thompson, 'Aesthetics and the Value of Nature'. Environmental Ethics 17 (1995): 291–305. Holmes Rolston III, 'From Beauty to Duty: Aesthetics of Nature and Environmental Ethics'. Environment and the Arts: Perspectives on Environmental Aesthetics. Ed. Arnold Berleant (Aldershot, UK: Ashgate, 2002), 127–41. Ned Hettinger, 'Allen Carlson's Environmental Aesthetics and Protection of the Environment'. Environmental Ethics 27 (2005): 57–76. Keekok Lee, 'Beauty for Ever?'. Environmental Values 4 (1995): 213–25. Week 11: Gardens Parsons, AN, ch. 8. Mara Miller, The Garden as an Art (Albany, NY: State University of New York Press, 1993), ch. 1. Mara Miller, 'Gardens as Works of Art: The Problem of Uniqueness'. British Journal of Aesthetics 26 (1986): 252–6. Stephanie Ross, What Gardens Mean (Chicago, IL: University of Chicago Press, 1998), chs. 1, 7. Tom Leddy, 'Gardens in an Expanded Field'. British Journal of Aesthetics 28 (1988): 327–40. David Cooper, 'In Praise of Gardens'. British Journal of Aesthetics 43 (2003): 101–13. Week 12: Art in Nature Parsons, AN, ch. 9. Carlson, 'Is Environmental Art an Aesthetic Affront to Nature?', AE, ch. 10. Sheila Lintott, 'Ethically Evaluating Land Art: Is It Worth It?'. Ethics, Place & Environment 10 (2007): 263–77. Emily Brady, 'Aesthetic Regard for Nature in Environmental and Land Art'. Ethics, Place & Environment 10 (2007): 287–300. Focus Questions1. Are there any important differences between the aesthetic appreciation of art and the aesthetic appreciation of nature? If so, what are they?2. Is preserving nature for its aesthetic value a coherent idea?3. What is the ugliest natural thing or place you can think of? How might proponents of Positive Aesthetics for nature deal with your example?4. Does the concept of the sublime have any significance for our contemporary experience of nature? If it does, what relation does it bear to our aesthetic appreciation of nature?5. Watch Rivers and Tides (2001), the documentary film about the British environmental artist Andy Goldsworthy. Ethically speaking, how do you think we ought to regard his art-making? (shrink)

Literature on indoctrination has focused on imparting and revising beliefs, but it has hardly considered the way of teaching and acquiring certainties—in Wittgenstein’s sense. Therefore, the role played by rationality in the acquisition of our linguistic practices has been overestimated. Furthermore, analyses of the relationship between certainty and indoctrination contain major errors. In this paper, the clarification of the aforementioned issues leads me to suggest the avoidance of the term ‘indoctrination’ so as to avoid focusing on the suitability of (...) the case to the concept rather than on the analysis of the case itself. This should facilitate that the process of helping children to acquire a world-picture—by teaching them to ignore alternatives to certainties—is definitely accepted as normal and natural, for many beliefs are expected to end up becoming ungrounded certainties not only in the medium or long term, but also, and above all, in the short term. (shrink)

A new translation and compilation, with a guide to reading the texts. -/- In Basic Teachings of the Buddha, Glenn Wallis selects sixteen essential dialogues drawn from more than five thousand Pali-dialect suttas of the Buddhist canon. The result is a vibrant introductory guide to studying Buddhist thought, applying its principles to everyday life, and gaining a deeper understanding of Buddhist themes in modern literature. Focusing on the most crucial topics for today’s readers, Wallis presents writings that address modern (...) psychological, religious, ethical, and philosophical concerns. This practical, inspiring, and engaging volume provides an overview of the history of Buddhism and an illuminating analysis of the core writings that personalizes the suttas for each reader. -/- “Glenn Wallis brings wisdom and compassion to this work of scholarship. Everyone should read this book.” –Christopher Queen, Harvard University -/- “A valuable sourcebook with a good selection of the fundamental suttas enhanced by an eloquent introduction and comprehensive notes–altogether a very useful text.” –Peter Matthiessen (Roshi), author of The Snow Leopard and Nine-Headed Dragon River -/- “Glenn Wallis’s new and accessible translations of some of the Buddha’s lectures to his original students, along with Wallis’s elegant guide to the texts, gives twenty-first-century readers in the modern West a fresh chance to learn from this teacher.” –Charles Hallisey, Harvard University. (shrink)

Publication date: 2 May 2019 Source: Author: Tetiana Tverdokhlib The article focuses on the pedagogical component in the content of Pastoral Theology in the Ukrainian educational institutions of the Orthodox Church, which were included in the system of religious education of the Russian Empire at the beginning of the nineteenth century – at the end of the 1860's. Basing on the studied works “On Positions of Parish Presbyters” by the bishop of the Smolensk Parfenii and the Archbishop of Mogilev, Georgii, (...) “Letters on Positions of Sacred Rank” by Olexandr Sturdza, “Pastoral Theology” by Archimandrite Anthonii, as well as programs, lecture notes and lecture reviews of lecturers of theological seminaries and the Kiev Theological Academy it has been established that much attention at classes on Pastoral Theology was paid to the preparation of future priests for the religious and moral upbringing of parishioners. The main forms and methods of teaching Pastoral Theology have been presented on the basis of the analysis of archival materials, historical, pedagogical literature. Attention is drawn to the widespread dissemination in the seminaries of rote learning and text dictating, despite the prohibition of such methods by the 1814 Statute. The quality of teaching and staffing of this subject in the secondary and higher Ukrainian educational institutions of the Orthodox Church in the period under research. It has been proved that Pastoral Theology in seminaries was on an equal footing with other branches of theology: teachers understood its great importance for future presbyters and paid much attention to the subject as distinct from the Kiev Theological Academy. (shrink)

Existing conceptions of autonomy tend to fall to one of two criticisms: they either fail to capture our intuitive understanding that autonomy implies an ability to act congruently with the demands of justice and equality, or they are unclear as to whether particular actions must be good by some standard to be considered autonomous. In this article I propose a conception of autonomy that is clear on both these fronts, and I show how this description is useful for both clarifying (...) what educators must do to teach for autonomy, and for resolving currently problematic issues in the literature on autonomy. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Literature: Why It Matters by Robert EaglestoneAihua ChenEaglestone, Robert. Literature: Why It Matters. Polity Press, 2019. 123pp.Is literature a worthy topic of study in an era fixated on science, technology, and information? This has become a subject of debate in recent years, especially as enrollment in college literature courses has declined. J. Hillis Miller has noted that “all who love literature are (...) collectively anxious today about whether literature matters” (13), insisting that it does since it has “three essential human functions: social critique, the pleasure of the text, and allowing a materialization of the imaginary or an endless approach to the unapproachable imaginary” (31). Other literary scholars concur with Miller, though from differing perspectives, including Dennis J. Sumara in Why Reading Literature in School Still Matters (2002) and Mark William Roche in Why Literature Matters in the 21st Century (2004). In his recent monograph, Literature: Why It Matters, Robert Eaglestone joins this discussion, offering a timely and judiciously formulated manifesto in defense of literary studies that is groundbreaking in the way it treats literature as a living object whose study can inspire ongoing conversation. Eaglestone presents his argument in four segments: “What is Literature?” “Studying Literature,” “Why Does Literature Matter?” and “What Does Literature Teach?”In his first chapter, Eaglestone reveals the limitations of traditional approaches to defining literature as fiction and narrative, that is, as something “made up.” He argues instead that literature is undefinable and exists as a kind of “living conversation” (6). For Eaglestone, literature, like a conversation, is a form of communication among many parties. In this case, the conversation engages the text, the reader, and the author in discussions of nearly everything. Learning about literature involves understanding the form of that discussion in the same way one comes to understand how speakers create meaning in dialogue with one another. And like conversation, readers’ creative response to a literary text fully engages their minds, their hearts, their feelings about the past, and their hopes for the future. In Eaglestone’s view, literature is “not timeless but time-full.” It involves “a past, visible in various ways, including the historical context of a work and the ‘family trees’ of influence and genre; a person (it’s always read now); and a future (that would be you, joining [End Page 118] the conversation)” (20). As in actual conversation, questions of equality and freedom matter a great deal since “literature is a crucial part of our constant dialogue about humanity’s ever-changing self-understanding — not about what we are but about who we are” (22).In the second chapter, Eaglestone asks questions concerning how we go about “Studying Literature.” Here, he extends the metaphor introduced in the preceding chapter of literature constituting a living conversation. He puts forward four ways of pursuing literary studies: as dialogue and dissensus, as a different model of education, as a kind of “knowledge-in-action,” and as craft and activity. For Eaglestone, literary study is an ongoing dialogue whose “aim is to help develop a continuing dissensus about the texts we study in order to root, explore and develop our own selves and distinctiveness” (29–30). He cites critics as diverse in outlook as F. R. Leavis, Q. D. Leavis, John Crowe Ransom, Mikhail Bakhtin, and Arthur Applebee in support of his claims. He further invokes Brazilian educationalist and activist Paulo Freire’s notions of critical pedagogy in forming the view that literary studies offer a different model of education. Rather than following the “banking” model of accruing knowledge and then dispensing it to students, Freire “insists that teaching must be a dialogue” (32). Eaglestone argues that literary study conforms to the image at the center of Freire’s vision of a different form of education because “in a discussion of literature, each person, teacher or student, brings themselves, their own ideas, creativity and understanding, to the discussion and, through dialogue, they invent new knowledge” (33). As for literary studies as a kind of “knowledge-in-action,” Eaglestone invokes American educational theorist Arthur Applebee’s study, Curriculum as Conversation (1996), further underscoring the importance of metaphor spotting and close reading in carrying out this sort of critical... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Teaching Musical FictionMarcin Stawiarski (bio)IntroductionGiven the increasing interest in musico-literary studies, I wish to examine some ways in which music can be used for pedagogical purposes in teaching literature. It has been widely recognized that music and poetry sprang from the common origin of chant or incantation.1 Throughout the ages, the sister arts sometimes went hand in hand and sometimes parted company, but since the end of the (...) nineteenth century musical aspects have been used quite extensively in literature, either as a subject matter or as a wellhead of structures. The number of musically inspired twentieth-century novels bears evidence to this strengthening of musico-literary relationships.2 Contemporary interactive, interdisciplinary, and multimedial works of art or artistic events also testify to a close sisterhood between the arts. This phenomenon has come to be called intermediality, which is defined as using more than one artistic medium in the creation of a work of art. But then, examining musical aspects in literature demands specific knowledge of the musical field itself, thus raising questions about the limits and the difficulties of using musico-literary materials in class. Suppose the student is not knowledgeable at all about music. What, then, can be the input the teacher can offer the student without necessarily inundating the latter with too much information? Is it possible to avoid generalizations in drawing comparisons or distinctions between music and literature? And, is it relevant to deal with music in teaching fiction?I wish to suggest that there are pragmatic elements of music that may be used in teaching music-related texts without previous skills in the musical field. In this respect, music may serve as an enriching and fascinating teaching tool. The point I would like to make is that quite often music leads the text to raise questions about literariness itself, so that it becomes possible not only to discuss musico-literary interrelations but to tackle the specificity of literature through the prism of intermediality. [End Page 78]This article will deal with two kinds of musico-literary phenomena appearing in fiction. On the one hand, I wish to examine the implications of the historical and cultural background in musicalized texts as an inherent aspect of many novels. On the other hand, I wish to broach the question of the musicalization of fiction, that is to say, the transposition or imitation of musical forms in literature.Literature Speaking about MusicThe Need of a ContextIn dealing with musical contexts of literary texts, the teacher may bring the student's attention to bear on the variety of ways a text may be related to music. A typology of different musico-literary interrelations has been established by such critics as Calvin S. Brown3 or Steven P. Scher. In Scher one will find a useful chart dividing musico-literary studies into two categories: literary presence within the musical field (explored by musicology) and musical presence within the literary field (explored by literary studies). The latter may be subdivided into word music, musical structures, and verbal music. This typology has been furthered by Werner Wolf in his critical work on the musicalization of fiction. Yet too detailed a categorization may seem difficult to put into practice in a classroom setting. Its principle drawback lies in the difficulty to sever one musical phenomenon in literature from the other. In numerous cases it seems impossible to drive an unequivocal wedge between (a) prosodic phenomena, appertaining to word music or musicality; (b) exclusively thematic or topical elements; and (c) specifically structural transpositions. Such an accurate classification, therefore, preferably would be used with more advanced students.The thematic or topical relationship I want to focus on in this section is by far the easiest to get across to students since it does not require musical skills. This approach is roughly tantamount to Scher's verbal music or Wolf's thematization,4 and it appears in texts dealing with music explicitly. Many texts resort to an extramusical (or paramusical) rather than a purely musical content. In other words, it is the critical or mythical context surrounding a given musical work that is often used in fiction. In reading Rose Tremain... (shrink)

This study examines ethics-related learning outcomes that emerged from an experience-based project in a personal selling and sales management course. Using qualitative research methods, we classified students’ experiences according to domains of ethical issues associated with personal selling and according to conceptualizations of learning identified in the education literature. Patterns we observed in our data suggest that the experience-based project encouraged learners to employ higher-order thinking about business ethics. Higher order problem-solving about ethical issues helps ensure that lessons (...) students learn about ethical decision making carry forward to their professional careers. Based on our findings, we recommend ways instructors can formulate ethics-related learning objectives, develop learning assessments that measure ethics-related learning outcomes, and design teaching and learning activities that help ensure students learn ethical concepts in a way that will carry forward to their careers. (shrink)

Background: Bioethical courses were introduced in the curricula in medical universities in Bulgaria in 1990s. In the beginning, the courses were mainly theoretical, and systematic case analyses and discussions of movies were introduced later on. The benefits of using films to teach ethics have been previously analyzed in the literature; however, to our knowledge such studies in Bulgaria are yet lacking. Objective: The aim of this study was to survey the opinions of students and analyze the results from (...) the application of movies in bioethics teaching in a medical university in the north of Bulgaria. Methodology: A survey was carried out among 92 students in the management of healthcare. Two movies were used, and separate protocols for film discussion were developed. Ethical considerations: The study was conducted anonymously and with students’ free informed consent. Results and discussion: The students distinguished in total 21 different dilemmas and concepts in the first movie. The ethical dilemmas were classified into five groups: general ethical issues, deontological issues, special ethical issues, principles of bioethics, and theories of ethics. The second movie focused students’ attention on the issues of death and dying. In total, 18 elements of palliative care were described by the students. The range of different categories was a positive indicator of an increased ethical sensitivity. The students evaluated the movies’ discussions as a generally positive educational approach. They perceived the experience as contributing to their better understanding of bioethical issues. Conclusion: The innovative approach was well accepted by the students. The introduction of movies in the courses of bioethics had the potential to provide vivid illustrations of bioethical issues and to contribute to the exploration of specific theses and arguments. The presentation and discussion should be preceded by accumulation of theoretical knowledge. The future of effective bioethics education lays in the interactive involvement of students. (shrink)

The current study explored the effects of using digital flashcards and mobile devices on learning academic vocabulary. The participants were 86 university students majoring in Psychology in two experimental conditions and one control group. A list of 361 core academic words frequently used in Psychology was taught to the participants using different materials, and the learning outcomes were compared across the three groups. Accordingly, the participants in the experimental group 1 used a DF application, participants in the experimental group (...) 2 used traditional materials, and those in the control group were given a list of target words with their definitions. Receptive knowledge of the target words was tested before and after the treatment, and the learning outcomes were compared across the groups using one-way between-groups ANOVA. The findings of the study indicated that using DFs enhanced students’ engagement with learning their discipline-specific academic vocabulary and that experimental group 1 outperformed those participants in other learning conditions. The findings add to the existing literature on mobile-assisted vocabulary learning and provide empirical support for the effectiveness of such platforms for learning academic vocabulary. The implications of the study were discussed in terms of the affordances provided by DFs on mobile devices and corpus-based word lists for informing vocabulary learning components in teaching English for Academic Purposes. (shrink)

The paper examines the education and training of adults in ethics. It applies to courses at universities and colleges as well as in the work place. The paper explores the evidence on our ability to strengthen moral behaviour through courses on ethics, finds it to be weak, so starts with the assumption that we cannot teach people to be ethical. The paper asks therefore what the objectives of a course could be and how best to achieve them. It examines the (...) different theories in the literature, eventually settling on four objectives: increasing moral cognition; teaching a widening and strengthening of ethical practices; adopting teaching approaches that maximise learning impact, and developing the personal skills of individuals in negotiation and persuasion. All four objectives are of value to people who seek an ethical work environment. The paper then explores the theories and differing approaches used for achieving each objective, including among others, public interest disclosures, structuring and using codes of ethics, case problems and other experiential learning techniques, organisational and institutional approaches to ensuring ethical behaviour, classroom interaction, the role of theory, team teaching and tailoring the courses to meet an ethical needs analysis for that discipline, profession or organisation. (shrink)