排序方式： 共有260条查询结果，搜索用时 31 毫秒
121.
Mary Alice Jones∗ 《Religious education (Chicago, Ill.)》2013,108(5):363-364
122.
123.
Ada Simpson Sherwood∗ 《Religious education (Chicago, Ill.)》2013,108(5):510-513
124.
Clarence Ashton Wood∗ 《Religious education (Chicago, Ill.)》2013,108(4):259-264
Using the feedback loop model, Dr. Steward provides a new view of recent Christian educational theory 相似文献
125.
126.
127.
Attempts to find positive new directions for moral education now face a number of well‐recognized challenges, including those relating to the rise of commodification and the virtualization of experience. It is argued that there is now a need for innovative approaches that move beyond the traditional frameworks of critical thinking and ethical reasoning, and that encourage the development of moral dispositions and personal conscience. One crucial limitation of traditional approaches lies in their reliance on a monological interpretation of self‐reflection that emphasizes objective impressions of the self. It is proposed that only a dialogical model of self‐reflection that recognizes the presence of competing self‐impressions is fully consistent with the kinds of authentic self‐reflection and critical questioning that are required for the develc pment of moral conscience. The emerging dialogical model of the self is also compatible with an approach to moral conduct grounded in the idea of an ‘ethics without ethics’ in which dispositions to act for the good of the community become the focal goals. It is argued that the dialogical model of the self supports a dynamic view of selfhood and identity through which the subject is encouraged to recognize its own complexity and vulnerability, rather than external principles, as the basis for moral responsibility and action. In practical terms, the dialogical model supports the idea of engaging students in activities in which they are encouraged to monitor their own thoughts, feelings, and actions, rather than in activities which perpetuate objective, monological modes of self‐thematization. 相似文献
128.
129.
A. J. William Myers∗ 《Religious education (Chicago, Ill.)》2013,108(5):482-485
After an elaboration of the paradigm shift concerning religious education in Europe, we will give a critical presentation of the Belgian and Flemish system of religious education. The article continues with a discussion of diverse proposals to change the religious education system in Flanders, and concludes that the introduction of an independent, nondenominational, and obligatory subject about religions, ethics, citizenship, and philosophy is the most promising option. In addition, denominational religious education can still be offered as an optional subject. This double system seems the best approach to cope with the educational challenges, the freedom of religion, and (religious) education in Flanders today. 相似文献
130.
George A. Coe∗ Ph.D. 《Religious education (Chicago, Ill.)》2013,108(3):171-179