Products related to Abrahamic:
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Co-Learning in Higher Education : Community Wellbeing, Engaged Scholarship, and Creating Futures
Co-Learning in Higher Education addresses topics critical to the future of higher education: the wellbeing of communities, engagement of scholars supporting new generations of social activists, and the renewal and expansion of educational and career pathways.It develops a theory of co-learning that engages students and professors across generations in partnerships with community organizations, schools, and corporations that solve emerging social and environmental challenges.Collaboratively written cases discuss community projects, engaging pedagogies, and action research projects.These co-cases demonstrate the power of using critical pedagogies and social action within troubling contexts, rather than assuming public policy changes are the only solution.Contributors explore mentoring, discuss pedagogies that promote community wellbeing and equity, address the urgency of change in universities, and reflect on the implications of this chaotic period for empowering social agency among youth in rising generations.This is a timely volume for scholars and students in higher education and educational policy.
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Employing Community-Based Experiential Learning in Teacher Education
This book positions itself at the intersection of the interrelationship between three key areas of initial teacher education: constructivist learning theories, teaching practicum, and the promotion of reflective practices.It presents an innovative approach to teacher preparation at undergraduate and postgraduate levels by critically examining the implementation of a mandatory experiential learning block across subject disciplines on undergraduate and postgraduate teacher preparation courses.This book presents multiple examples and case studies of these varied experiential learning projects that will inform academics, teachers and policymakers.Through these rich examples the authors set out to address the theory-practice dilemma in teacher education, where teachers-to-be are often positioned as ‘consumers’ of educational research in classrooms, read reference books and academic papers on teaching, and observe university and school experts before applying the same acquired theories and practices in their own classes.In the book the authors argue for a shift away from this conventional teacher-learning curriculum that is characterised by the separation of theory and practice, choosing instead to promote pedagogy and methods courses where practice underpins all learning.These pedagogical perspectives include the promotion of a diverse range of learning contexts (including on- and off-campus learning sites) for student teachers to experience during their time on teacher education courses.
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Encountering Ideas of Place in Education : Scholarship and Practice in Place-based Learning
This book draws together theories, research, and practice on knowledges and pedagogies of place across educational settings. Using empirical research on learning across education systems, each chapter highlights different concepts of place in various contexts such as environments, understandings of place like those experienced by communities and opportunities for embedding place in learning.Chapters are co-constructed by authors working collaboratively across different contexts, tackling key themes such as justice, mobilities, changes, and sustainability, through place. The book indicates how educators can apply creative approaches to teaching within, through and about place in education and will therefore be of relevance to a wider range of academics, teachers and practitioners working in early years settings, schools, universities and other educational context.
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Higher Education in a Globalising World : Community Engagement and Lifelong Learning
This book focuses on current policy discourse in Higher Education, with special reference to Europe.It discusses globalisation, Lifelong Learning, the EU’s Higher Education discourse, this discourse’s regional ramifications and alternative practices in Higher Education from both the minority and majority worlds with their different learning traditions and epistemologies. It argues that these alternative practices could well provide the germs for the shape of a public good oriented Higher Education for the future.It theoretically expounds on important elements to consider when engaging Higher Education and communities, discussing the nature of the term ‘community’ itself. Special reference is accorded to the difference that lies at the core of these ever-changing communities.It then provides an analysis of an ‘on the ground project’ in University community engagement, before suggesting signposts for further action at the level of policy and provision. This book is relevant to United Nations Sustainable Development Goal 4, Quality education -- .
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Is Islam an Abrahamic religion?
Yes, Islam is considered an Abrahamic religion because it traces its origins back to the prophet Abraham. Muslims believe that Abraham, along with other prophets such as Moses and Jesus, received revelations from God, and they consider themselves to be part of the same lineage of monotheistic faith. The Quran, the holy book of Islam, also mentions Abraham and his son Ishmael, further solidifying the connection to the Abrahamic tradition. Therefore, Islam is widely recognized as one of the three major Abrahamic religions, alongside Judaism and Christianity.
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What are Abrahamic religions?
Abrahamic religions are a group of monotheistic faiths that trace their origins back to the biblical figure Abraham. The three main Abrahamic religions are Judaism, Christianity, and Islam. These religions share a belief in one God and a common heritage in the stories and traditions of Abraham. They also share some common ethical and moral principles, such as the importance of compassion, justice, and charity. Despite their differences, these religions have had a profound impact on the development of human civilization and continue to be influential around the world.
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Why are they called Abrahamic religions?
They are called Abrahamic religions because they all trace their origins back to the biblical figure Abraham. According to the religious texts of Judaism, Christianity, and Islam, Abraham is considered a key figure in the history of their faiths. He is seen as a patriarch and a prophet, and his actions and teachings are foundational to the beliefs and practices of these religions. As a result, they are collectively referred to as Abrahamic religions to highlight their shared historical and theological connections to Abraham.
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What are the arguments against the existence of the Abrahamic God in Christianity, Judaism, and Islam?
One argument against the existence of the Abrahamic God in Christianity, Judaism, and Islam is the problem of evil. Critics argue that the presence of suffering and evil in the world is incompatible with the idea of an all-powerful, all-knowing, and all-loving God. Another argument is the lack of empirical evidence for the existence of God, leading some to question the rationality of belief in a deity. Additionally, the diversity of religious beliefs and the existence of conflicting religious doctrines have led some to doubt the existence of a singular, all-powerful God as described in the Abrahamic traditions.
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How to Be a Learning Developer in Higher Education : Critical Perspectives, Community and Practice
Filled with practical guidance for those working in and interested in the emergent field of Learning Development, this must-read book encapsulates what it means to be a Learning Developer and how to thrive in this role. With carefully constructed contributions which explore different aspects of the role, this edited collection is comprehensive in its approach.Alongside practical advice, it is underpinned by theoretical and epistemological insights to provide a bridge between theory and practice. Organised into five key parts, it is arranged in a way that reflects the journey that practitioners take into and through Learning Development, from their initiation into the field, through professional development, to becoming an established expert.It covers key topics such as:the basic principles of working in Learning Developmentthe theoretical and practical foundations of the fieldhow to engage more critically with the rolehow to become an active contributor to the field through research and publicationthe as-yet unrealised possibilities of Learning Development Capturing a diverse array of voices, experiences, and perspectives, this book is an essential guide for both new and established practitioners concerned with student Learning and Development. Chapters 15 and 21 of this book are freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons [Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND)] 4.0 license.
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Science and Religion in Education
This book brings together the latest research in education in relation to science and religion.Leading international scholars and practitioners provide vital insights into the underlying debates and present a range of practical approaches for teaching.Key themes include the origin of the universe, the theory of evolution, the nature of the human person, the nature of science and Artificial Intelligence.These are explored in a range of international contexts.The book provides a valuable resource for teachers, students and researchers in the fields of education, science, religious education and the growing specialist field of science and religion. Science and Religion in Education is a compelling read for current and future generations of academic researchers and teachers who wish to explore the fascinating intersect between science education and religious studies.The research findings and insights presented by these international scholars offer new dimensions on contemporary practice. - Vaille Dawson, Professor of Science Education, University of Western AustraliaScience and Religion in Education offers a fascinating and diverse collection of chapters surveying the current state of thinking about how science and religion can be understood in education.The book offers a wealth of thought-provoking material for anyone interested in the natures of science and religion, their relationship(s), or their representation within the curriculum. - Professor Keith Taber, University of CambridgeScience education and religious education are uncomfortable bedfellows.This book, written in part as a response to the – perhaps too clear – accounts of Ian Barbour, provides suitably nuanced pictures of how science and religion are dealt with in schools.Whatever the views of specialists, young people ‘receive’ an education in both science and religion: hearing their voices is refreshing in such a serious academic account. -Julian Stern, Professor of Education and Religion, York St John UniversityHumans have long endeavored to make sense of the world often using science and religion.Yet, these two great traditions are frequently seen as incompatible.This useful volume features thoughtful contributions from experts whose work straddles the divide and provides educators with arguments, engaging strategies and historical perspectives to help build a bridge and allow a fruitful discussion in schools. - William F. McComas, Distinguished Professor of Science Education, University of ArkansasEqual parts critical examination of existing models for the relationship between science and religion, scholarly exposition of newer models, and insights toward practical application in classrooms, this book is an invaluable resource for science and religion educators.If you have been thinking it is time we looked beyond Barbour’s taxonomy, you will want to read this book.If you havenot, I implore you to read this book. - Jason Wiles, Associate Professor of Biology and Science Education, Syracuse University
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German Orientalism in the Age of Empire : Religion, Race, and Scholarship
Nineteenth-century studies of the Orient changed European ideas and cultural institutions in more ways than we usually recognize. 'Orientalism' certainly contributed to European empire-building, but it also helped to destroy a narrow Christian-classical canon.This carefully researched book provides the first synthetic and contextualized study of German Orientalistik, a subject of special interest because German scholars were the pacesetters in oriental studies between about 1830 and 1930, despite entering the colonial race late and exiting it early.The book suggests that we must take seriously German orientalism's origins in Renaissance philology and early modern biblical exegesis and appreciate its modern development in the context of nineteenth- and early twentieth-century debates about religion and the Bible, classical schooling, and Germanic origins.In ranging across the subdisciplines of Orientalistik, German Orientalism in the Age of Empire introduces readers to a host of iconoclastic characters and forgotten debates, seeking to demonstrate both the richness of this intriguing field and its indebtedness to the cultural world in which it evolved.
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Community Arts Education : Transversal Global Perspectives
This edited collection offers global perspectives on the transverse, boundary-blurring possibilities of community arts education. Invoking ‘transversality’ as an overarching theoretical framework and a methodological structure, 55 contributors – community professionals, scholars, artists, educators and activists from sixteen countries – offer studies and practical cases exploring the complexities of community arts education at all levels. Such complexities include challenges created by globalizing phenomena such as the COVID-19 pandemic; ongoing efforts to achieve justice for Indigenous peoples; continuing movement of immigrants and refugees; growing recognition of issues related to equity, diversity and inclusion in the workplace; and the increasing impact of grassroot movements and organizations. Chapters are grouped into four thematic clusters – Connections, Practices, Spaces and Relations – that map these and other intersecting assemblages of transversality.Thinking transversally about community art education not only shifts our understanding of knowledge from a passive construct to an active component of social life but redefines art education as a distinctive practice emerging from the complex relationships that form community.
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Why are they referred to as Abrahamic religions?
They are referred to as Abrahamic religions because they all trace their origins back to the biblical figure of Abraham. According to the beliefs of Judaism, Christianity, and Islam, Abraham is considered a key figure in the history of monotheism and is seen as a patriarch of these faiths. The term "Abrahamic religions" highlights the shared heritage and common foundational beliefs that these religions have in relation to Abraham.
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What is the relationship between the Abrahamic religions?
The Abrahamic religions, which include Judaism, Christianity, and Islam, all trace their origins back to the figure of Abraham in the Hebrew Bible. They share a belief in one God and a common heritage in the ancient Near East. While they have significant theological differences, they also share many commonalities, such as ethical teachings, reverence for the Hebrew prophets, and a focus on the importance of faith and obedience to God. Despite their differences, these religions have had a significant impact on each other throughout history and continue to influence each other in various ways.
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Could one theoretically practice all Abrahamic religions simultaneously?
In theory, it is possible for someone to practice elements of all three Abrahamic religions simultaneously, such as attending services at a synagogue, mosque, and church, or incorporating teachings from the Torah, Quran, and Bible into their spiritual practice. However, each of these religions has its own distinct beliefs, rituals, and practices that may conflict with one another, making it challenging to fully adhere to all three simultaneously. Additionally, some followers of these religions may view practicing multiple faiths as contradictory or disrespectful.
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Is there a common symbol of the Abrahamic religions?
Yes, one common symbol of the Abrahamic religions is the Star of David. While it is most commonly associated with Judaism, it is also used in some Christian and Islamic contexts. The symbol is made up of two interlocking triangles, which can represent different aspects of faith depending on the religion using it. Overall, the Star of David serves as a unifying symbol among the Abrahamic faiths.
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