爱心实现与慈善救助的现代意义   总被引：1，自引：0，他引：1  

程立涛 《河南师范大学学报(哲学社会科学版)》2006,33(3):44-47

“爱心”一向是慈善事业的道德基石,然而在现代文明进程中,爱心遭遇到个体化社会的强烈挑战。追求生存方式的多样化、注重自我感受和自我价值实现,从根本上弱化了爱的根基。如何巩固当代的人道主义情感,培养对不幸者的爱心和责任,将成为慈善事业能否顺利发展的关键。现阶段,慈善救助有利于维护人的尊严和追求幸福的权利,有助于社会稳定与和谐,有助于促进社会各领域基本公正的实现。  相似文献   

守望之中的悲悯与沉思——读王旺山的散文集《守望或者游牧》     

任葆华 《渭南师范学院学报》2009,24(6):47-48,52

王旺山是一个具有强烈的人文关怀和忧患意识的作家。其写故土的散文,往往带有他的一些精细的、地方性的、小视角的、生机勃勃的经验和记忆,并且充满了一种深切的悲悯感。这是旺山散文最值得肯定的一点,也是他今后应该不断努力和加强的一点。  相似文献   

Self‐Compassion: A Mentorship Framework for Counselor Educator Mothers          下载免费PDF全文

Coralis Solomon  Sejal Mehta Barden 《Counselor Education & Supervision》2016,55(2):137-149

Counselor educators experience high levels of stress. Mothers in academia face an additional set of emotional stressors. The authors offer a self‐compassion framework for mentors to increase emotional resilience of mothers in counselor education.  相似文献   

Teachers and `Street Children': On Becoming a Teacher of Mathematics     

Renuka Vithal 《Journal of Mathematics Teacher Education》2003,6(2):165-183

The phenomenon of `street children' where youngpeople, for various reasons, live on thestreets of towns and cities is found all overthe world in varying degrees and forms. InSouth Africa, one approach to take care aboutthe plight of these children has been to set upand run what are referred to as `streetshelters'. One such street shelter, the onlyone exclusively for girls in the city ofDurban, is Tennyson House. In this paper Idescribe an innovative outreach programmeintegrated with a university curriculum inwhich a group of pre-service teachers takingmathematics education as a major were involvedin teaching mathematics to girls at TennysonHouse. From the vantage point of a mathematicsteacher educator in the programme, I describeand reflect on what was experienced and learnedfrom the intervention in terms of threeaspects: learning about learners; learningabout teaching (mathematics) and learning aboutrelationships.  相似文献   

Shattering the silence: dialogic engagement about education protest actions in South African university classrooms     

S. Vandeyar  R. Swart 《Teaching in Higher Education》2019,24(6):772-788

This study explores how academics create safe spaces in university classrooms to engage in dialogue about education protest actions in South Africa. Utilising the research methodology of narrative inquiry and the theoretical framework of Pedagogy of Compassion, this paper explores how academics reflect on their responses to change and protest actions and how they co-construct knowledge with students in light of this change. Data capture included a mix of focus group interviews, participant reflections, field notes and a researcher journal and was analysed by means of the content analysis method. Findings reveal that lecturers had to navigate through the institutional quagmire and were confronted by polarised thinking of students. Furthermore, it seemed that student protest actions had a negative effect on lecturers. However, despite the tide of negativity and resistance, lecturers became transformative intellectuals and created safe spaces for students to engage in dialogue and to shatter the ‘normative’ silence.  相似文献   

关于做一个富有爱心的社会人的思考     

常帅 《科教文汇》2015,(6)

人是社会的细胞。一个自然人应该成为一个什么样的人或者说拥有什么样的品性,才能通过与社会中的他人和谐相处获取美好人生？本文从一个高校教师的视角通过全面论证爱心与人的关系,让社会中每一个追求美好生活的人对“爱心之于人、社会”有一个充分、深刻的认识,进而促使、鼓舞、批评引导、细致地建议校园的学生和广泛的社会大众做一个有爱心的人。  相似文献   

大爱永存与灾难永志——论地震诗潮中传统诗词灾难书写的美刺精神     

张帆 《绵阳师范学院学报》2011,(6):81-84,89

中国古典诗歌历来注重"美刺"的教化功能,但对于重大的自然灾难却鲜有表现。汶川大地震和玉树地震在两年内相继发生,诗歌的抒情主体倏忽回归到时代的"大我",改变了长期以来陷于"小我"圈子里自娱自乐的状况,不少诗人还借用旧体诗词寄情抒怀。今天,当我们诀别灾难,静下心来沉淀这场由灾难诉说引起的古典诗潮,会发现诗人们对传统美刺精神的把握、继承与超越,集中体现在当代人珍视生命的人文关怀、直面现实的诗人良知和由此引发的悲悯情怀及含蓄深沉的理性洞彻。  相似文献   

Fostering compassionate attitudes and the amelioration of aggression through a science class     

Carolina Castano 《科学教学研究杂志》2012,49(8):961-986

This study explores how science education could contribute to the amelioration of violent behaviors towards humans and non‐human species, specifically in a Colombian school with a population of socio‐economically disadvantaged students who demonstrate high levels of violence. Until now science education has not sought to change attitudes or to address the issue of school violence that is faced in many communities. Debates around the purposes of science education have paid little or no attention to the possible connection that exists between our attitudes to non‐human animals and those towards humans. This study suggests that science education can play a role in changing attitudes and developing behaviors that aim at caring for others including other humans and non‐human animals. The findings reported here are part of a wider study which included the design and continuing modification of an intervention for a fourth grade science class. The original study took place over 7 months with a group of 38 fourth‐grade students from a socio‐economically disadvantaged population who already presented high levels of aggression. The main focus of the intervention was on encouraging compassionate attitudes towards animals through gaining an understanding of their needs, emotions, capacities, current situations and their similarities with humans. Data were generated through diverse qualitative methods including participatory observations, semi‐structured interviews, and written responses to open questions in three moments during the study. Findings from this study suggest that science education with a focus on promoting understanding and compassion towards animals could contribute to the amelioration of aggression in schools. Resumen: Este estudio investiga cómo la educación en ciencias puede contribuir a la disminución de la agresión en los niños y niñas, incluidos actos de violencia hacia otros animales, específicamente en un colegio en Colombia con una población de bajo nivel socio‐económico y con niveles altos de agresión. Hasta ahora la educación en ciencias no busca responder a la problemática de la violencia presente en colegios en diversas comunidades. Los debates acerca de los propósitos de la educación en ciencias han prestado poca atención a la posible conexión entre nuestras actitudes hacia los humanos y aquellas hacia animales no humanos. Los hallazgos reportados en este estudio sugieren que la educación en ciencias puede jugar un papel en cambiar las actitudes de los estudiantes y desarrollar comportamientos compasivos y de cuidado hacia otros seres vivos y extenderse a seres humanos. Este estudio incluyó el diseño y la modificación continua de una intervención para una clase de ciencias naturales de cuarto elemental. Tuvo lugar durante siete meses con un grupo de 38 estudiantes de cuarto grado de Primaria de una población de escasos recursos económicos y con altos índices de violencia. El propósito central de la intervención fue el de promover actitudes de compasión hacia los animales por medio de mejorar nuestro entendimiento acerca de sus necesidades, emociones, capacidades biológicas, físicas y sociales, situación actual y similitudes con los seres humanos. Los datos fueron generados por medio de diversos métodos cualitativos tales como observaciones participativas, entrevistas semi‐estructuradas y respuestas escritas a preguntas abiertas. Los hallazgos de este estudio sugieren que la educación en ciencias con un enfoque en la comprensión de los animales y promoción de la compasión hacia las demás especies, puede contribuir a la disminución de la agresión y violencia en los estudiantes. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 961–986, 2012  相似文献   

Reflective Practice,Literature, and Critical Theory     

Patricia Hinchey 《Teaching Education》2013,24(2):111-118

In this article, I offer a case of the predicaments I encountered in conducting teacher education research at my own institution and re‐examine these predicaments using an ethic of mindfulness and compassion. I explore how this Buddhist perspective might help researchers navigate what can be a lonely, ethically complicated research journey among their own colleagues. Based on this analysis, I propose that an ethic of mindfulness and compassion holds potential for guiding teacher education research and challenging researchers to see differently. I argue that conducting teacher education research using the lenses of mindfulness and compassion might propel social change aimed at increasing educational and social opportunity for all people and, in doing so, further the hope for justice in our relationships, teaching, and research.  相似文献   

Studies in mindfulness: widening the field for all involved in pastoral care     

Graeme Nixon  David McMurtry  Linda Craig  Annick Nevejan  Heather Regan-Addis 《Pastoral Care in Education》2016,34(3):167-183

Abstract

Since 2010, the University of Aberdeen, Scotland, UK, has offered an MSc in studies in mindfulness degree programme within its School of Education. The programme has attracted over 200 students from multiple professional contexts, providing the authors with the opportunity to gather and analyse demographic data, as well as data regarding student motivations and expectations, both personal and professional. The paper initially creates a picture of the current UK ‘studies in mindfulness’ landscape by describing the established programmes at UK universities. Data from an entry questionnaire completed by three cohorts of students on the ‘Aberdeen’ programme and data collected from students throughout their studies is then presented, analysed and discussed. The authors argue that, in their professional roles, graduates from programmes and courses at Universities in the UK are introducing an ever-increasing number of people to mindfulness. They are implementing and integrating mindfulness into diverse social, business contexts as well as into all sectors of education. The University of Aberdeen’s programme, based in the School of Education, perhaps represents a move towards more holistic, pastoral and multi-professional applications of mindfulness. This contrasts with the clinical, pathological settings for mindfulness to date.  相似文献