Products related to History:
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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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A History of Judaism
'An absolute godsend ... Goodman has done both Jews and non-Jews a great service with this book, encapsulating most of Jewish thought over four millennia into one extraordinarily readable volume' Julia Neuberger, Literary ReviewA panoramic history of Judaism from its origins to the presentJudaism is by some distance the oldest of the three Abrahamic religions. Despite the extraordinarily diverse forms it has taken, the Jewish people have believed themselves bound to God by the same covenant for more than three thousand years.This book explains how Judaism came to be and how it has developed from one age to the next, as well as the ways in which its varieties have related to each other. 'A one-volume tour de force. Goodman meets the substantial challenge of charting the twists and turns, tributaries and backwaters of Judaism's many streams over 2,000 years - and succeeds' Harry Freedman, Jewish Chronicle'Learned and illuminating ... this magnificently lucid account will become the standard reference for a generation' Dominic Green, Wall Street Journal
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Judaism : History, Belief and Practice
This newly revised all-encompassing textbook is a guide to the history, beliefs and practice of Judaism.Beginning with the ancient Near Eastern background, it covers early Israelite history, the emergence of classical rabbinic literature and the rise of medieval Judaism in Islamic and Christian lands.It also includes the early modern period and the development of Jewry in the nineteenth and twentieth centuries.Extracts from primary sources are used throughout to enliven the narrative and provide concrete examples of the rich variety of Jewish civilization. Specially designed to assist learning, Judaism:• Introduces texts and commentaries, including the Hebrew Bible, rabbinic texts, mystical literature, Jewish philosophy and Jewish theology• Provides the skills necessary to understand these step-by-step with the help of a companion website• Explains how to interpret the major events in nearly four thousand years of Jewish history• Supports study with discussion questions on the central historical and religious issues, and includes key reading for each chapter, an extensive glossary and index• Illustrates the development of Judaism, its concepts, observances and culture, with maps, photos, paintings and engravings• Links each chapter to a free companion website at www.routledge.com/cw/cohnsherbok which provides things to think about, things to do and tips for teachers as well as other online resources
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Learning Jazz : Jazz Education, History, and Public Pedagogy
Learning Jazz: Jazz Education, History, and Public Pedagogy addresses a debate that has consumed practitioners and advocates since the music's early days.Studies on jazz learning typically focus on one of two methods: institutional education or the kinds of informal mentoring relationships long associated with the tradition.Ken Prouty argues that this distinction works against a common identity for audiences and communities.Rather, what happens within the institution impacts—and is impacted by—events and practices outside institutional contexts. While formal institutions are well-defined in educational and civic contexts, informal institutions have profoundly influenced the development of jazz and its discourses.Drawing on historical case studies, Prouty details significant moments in jazz history. He examines the ways that early method books capitalized on a new commercial market, commandeering public expertise about the music.Chapters also discuss critic Paul Eduard Miller and his attempts to develop a jazz canon, as well as the disconnect between the spotlighted "great men" and the everyday realities of artists.Tackling race in jazz education, Prouty explores the intersections between identity and assessment; bandleaders Stan Kenton and Maynard Ferguson; public school segregation; Jazz at Lincoln Center; and more.He further examines jazz’s "public pedagogy," and the sometimes-difficult relationships between "jazz people" and the general public.Ultimately, Learning Jazz posits that there is room for both institutional and non-institutional forces in the educational realm of jazz.
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Should I drop history or religion?
The decision to drop history or religion depends on your personal interests and academic goals. Consider which subject you enjoy more and which one aligns better with your future plans. If you are more interested in the historical and cultural aspects of society, then history may be a better fit for you. On the other hand, if you are more interested in the study of different belief systems and their impact on society, then religion may be the better choice. Ultimately, it's important to choose the subject that you are passionate about and that will contribute to your overall academic and personal growth.
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What is history education needed for?
History education is needed to provide individuals with a deeper understanding of the past, enabling them to make informed decisions in the present and future. It helps to develop critical thinking skills, empathy, and a sense of perspective by examining different historical events and their consequences. By learning about the mistakes and successes of the past, history education can also help prevent the repetition of past atrocities and promote a more just and equitable society.
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Why is history education important in school?
History education is important in school because it provides students with a deeper understanding of the world around them. By learning about past events, students can gain insight into the causes and effects of historical events, as well as develop critical thinking and analytical skills. Additionally, studying history helps students to appreciate the diversity of human experiences and cultures, and to understand the complexities of the present by examining the past. Ultimately, history education helps students to become informed and engaged citizens who can contribute to a more just and equitable society.
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What is a degree in history education?
A degree in history education is a program that combines the study of history with coursework in education and teaching methods. Students in this program learn about historical events, cultures, and societies, as well as how to effectively teach this information to students at various grade levels. Graduates with a degree in history education are typically prepared to become history teachers in middle schools and high schools, helping students develop a deeper understanding and appreciation of the past. This degree also often includes opportunities for student teaching experiences in real classrooms to gain practical skills and knowledge.
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History of Religion
Reproduction of the original: History of Religion by Allan Menzies
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Jewish History and Judaism: An Illustrated Encyclopedia of : A history of the Jewish people, their religion and philosophy, traditions and practices
This book offers an account of the 4,000-year history of the Jews, from the ancient Patriarchs and Kings through to modern times.It also explores the Jewish faith, its traditional beliefs and practices, its festivals and celebrations, and the way of life of Jewish people today.Divided into two volumes, The History of the Jews, details how the Jewish people flourished over time, creating the Hebrew Bible, before enduring centuries of persecution, culminating in the mass migration from Europe to America, and the eventual return to the Promised Land of Israel.The second volume, Judaism, explores the variety of religious forms of Jewish existence.The central tenets of Jewish belief are outlined and all aspects of religious life are described including the Sabbath, festivals, and home ceremonies.
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Maya History and Religion
Believing that Maya studies today are ""suffering from imbalance,"" J.Eric S. Thompson here approaches Maya history and religion from the standpoint of ethno-history.Present-day archaeologists often tend to restrict their curiosity to their excavations and social anthropologists to observe the modern Maya as members of a somewhat primitive society in an era of change.In this volume, a distinguished Maya scholar seeks to correlate data from colonial writings and observations of the modern Indian with archaeological information in order to extend and clarify the panorama of Maya culture.The shock of the Spanish Conquest was devastating to the Maya.Not only were they placed under the domination of a people uninterested in their ancient ways, but their religion was proscribed, they were removed from their familiar settlements into new areas, and new diseases were introduced which ravaged their civilization.In spite of these ordeals, the Maya have clung closely to the old ways, and Maya culture is still very much alive, though slowly giving way before modern technology and influences. Topics discussed include Putun Maya expansion in Yucatan and the Pasión drainage, the depopulation of the Maya Central area at the time of the Conquest on account of newly introduced diseases, the location of the controversial eastern boundary of the Maya area, trade relations between the highlands and the lowlands, the use of hallucinatory drugs and tobacco, lowlands Maya religion, and the creation myths of the Maya in relation to those of other Middle American cultures. Mr. Thompson's approach to Maya life will prove thought-provoking to archaeologists, ethnologists, historians, and all others interested in the ancient Maya civilization.
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Philosophy of Education : Thinking and Learning Through History and Practice
Written for masters courses in which most students are already practicing teachers, this book is based on three structural principles. A grasp of the philosophy of education must deliver some familiarity with the high points of its history;The most general issues that a philosophy of education seeks to address concern the questions why, how, by or for whom, about what, where, and when education should be undertaken.The questions comprise the goals, methods, content, stakeholders, occasions, and locations of education.The philosophy of education is a normative enterprise that seeks to identify and justify general principles on the basis of which educational practitioners may answer such questions in their own policies and practices. A reliable approach to the philosophy of education has to be systematic.General educational principles are necessarily related to ideas about other matters to which individuals or whole societies subscribe.Specifically, they are related to ideas about reality generally, knowledge, human nature and experience, society, and the state.A systematic philosophy of education examines basic educational questions and principles in relation to these broader topics. The book is divided into two parts. Part I is historically oriented, and it consists of four chapters that introduce the reader to four of the most influential figures in the history of philosophical thinking about education: Plato, Jean-Jacques Rousseau, John Dewey, and Paolo Freire.Each chapter deals with one of the figures, and more specifically, with one text of each author: Plato’s Republic, Rousseau’s Emile, Dewey’s Democracy and Education, and Freire’s Pedagogy of the Oppressed.Education is the focus of each of these books, and in each case its author explores the basic philosophical questions related to education in a systematic way, which is to say by relating the discussions of education to broader analyses of reality, knowledge, philosophical anthropology, and socio-political matters. Each chapter guides the reader through the text, with an emphasis on the educational principles advanced and their relation to more general philosophical issues.There are three advantages for the reader having read these four chaptersShe will have a sense of the details of four of the most important texts in the history of Western philosophy of education;She will have a clearer idea of what it means to do a systematic philosophy of education, and what some of the historically available conceptual options are; andShe will be primed for the more direct approach to the relevant issues in Part II. Part II is an undertaking in the systematic philosophy of education that identifies and justifies general conceptions of reality, knowledge, society, and the state, and articulates educational principles that may be advanced in relation to them.There are three chapters in Part II. The first, Chapter 5 of the book, identifies the general educational problems that we would want a systematic philosophy of education to address.These concern the issues of goals, content, method, stakeholders, occasions, and locations, that the reader would have already encountered in Part I.Chapter 6 proposes and justifies responses to metaphysical and epistemological questions, and questions of human experience generally, that may plausibly underlie educational principles.It goes on to articulate the educational principles that are consistent with the general philosophical conceptions that have been proposed and for which some justification has been offered.The underlying philosophical tradition from which this analysis emerges is pragmatic naturalism, and so it has a certain Deweyan flavor.Chapter 7 follows the same structure, but with a focus on philosophical issues related to social and political questions, and on the educational principles that they suggest, in fact in some cases imply. The book’s Conclusion provides a brief overview and summary of the educational principles that seem most consistent with the philosophical analyses of the preceding two chapters.The point is not to offer the reader ideas with which she should agree, since in the best philosophical thinking disagreement is always possible.The point is to help the reader to understand what it is to do the philosophy of education, and to provide a model for her own thinking about basic educational questions. A reader who completes the book will have achieved several pedagogically and philosophically useful results:An exposure to some of the more profound moments in the history of philosophical thinking about education;The details of the systematic philosophy of education of Plato, Rousseau, Dewey, Freire, and the author;The analytic experience and background conceptual material that will enable her to think carefully and reflectively about educational principles, policies, and practices as they present themselves in her educational activities.
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What are primary sources in history education?
Primary sources in history education are original documents or artifacts that were created during the time period being studied. These sources provide firsthand accounts or evidence of historical events, and can include letters, diaries, speeches, photographs, newspapers, and government records. By using primary sources, students can engage directly with the past and develop critical thinking skills as they analyze and interpret the material. This allows them to gain a deeper understanding of historical events and the perspectives of people who lived during those times.
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What is the history of the Kurdish religion?
The Kurdish people have a diverse religious history, with many Kurds practicing Islam, specifically Sunni Islam. However, prior to the spread of Islam, the Kurds practiced various ancient religions, including Zoroastrianism, Yazidism, and Alevism. Yazidism, in particular, is a distinct Kurdish religion with roots in ancient Mesopotamian beliefs and a focus on a supreme being known as Melek Taus. Despite centuries of persecution and attempts at assimilation, the Kurdish people have maintained their unique religious traditions and identities.
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Which five subjects are religion, philosophy, and history?
The five subjects are: 1. Christianity 2. Islam 3. Buddhism 4. Hinduism 5. Judaism
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Can I also pursue a career in history with a degree in history education?
Yes, you can pursue a career in history with a degree in history education. With a degree in history education, you will have a strong foundation in historical knowledge and research skills, as well as experience in teaching and communicating historical concepts. This can open up opportunities for careers in education, such as teaching history at the secondary level, or in other fields such as museum education, historical research, or curriculum development. Additionally, you may also choose to further your education with a graduate degree in history to pursue more specialized career paths.
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