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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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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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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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What is secular Judaism and how does it differ from Judaism as a religion?
Secular Judaism is a cultural and ethnic identity that is rooted in Jewish traditions, history, and values, but does not necessarily adhere to the religious beliefs and practices of traditional Judaism. It emphasizes the cultural, historical, and ethical aspects of Jewish identity, while often rejecting the supernatural and ritualistic elements of the religion. Secular Judaism focuses on the celebration of Jewish heritage, language, literature, and customs, and often places a strong emphasis on social justice and humanistic values. In contrast, Judaism as a religion encompasses a set of beliefs, practices, and rituals that are centered around the worship of a single God, adherence to religious laws and commandments, and the observance of religious holidays and ceremonies.
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Is Judaism a world religion?
Yes, Judaism is considered a world religion because it has a global presence and followers in many different countries around the world. It is one of the oldest monotheistic religions and has had a significant impact on the development of Western civilization. Additionally, Judaism has a rich history and cultural influence that extends beyond its origins in the ancient Middle East. Therefore, it is widely recognized as a world religion.
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What is a faith community and what is the difference between religion and faith community?
A faith community is a group of people who come together to practice and share their beliefs, values, and traditions. It is a place where individuals can find support, guidance, and a sense of belonging based on their shared faith. The difference between religion and a faith community is that religion refers to a specific set of beliefs and practices, often organized around a particular deity or deities, while a faith community is the group of people who come together to practice and share those beliefs and practices. In other words, a faith community is the tangible, human aspect of a religion, where individuals come together to live out their shared faith in community with one another.
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Has Judaism actually proven that it is the peaceful and friendly religion?
Judaism, like any religion, has a complex history with both peaceful and violent elements. While Judaism teaches values of peace, justice, and compassion, there have been instances throughout history where violence has been committed in the name of religion. It is important to recognize that individuals and groups within any religion can interpret teachings in different ways, leading to a range of behaviors. Ultimately, the peaceful or friendly nature of Judaism, or any religion, is dependent on how its teachings are understood and practiced by its followers.
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Higher Education, Community Connections and Collaborations
This book innovatively explores the policy, practice and pedagogy of community engagement in higher education settings.It contributes to the evaluation of adaptive practice and responses in addressing inequalities further exposed by the pandemic, and the role of higher education institutions within this.By exploring such themes, contributors highlight implications for future practice and suggest areas for further pedagogical development.The book also includes perspectives on the patterns of change in higher education asking crucial questions pertaining to its role in regeneration and recovery as it seeks to work for, within, and between communities and constituencies.While it foregrounds youth and community work, it makes wider and systemic connections between communities and higher education institutions.
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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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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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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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What is the difference between learning and education?
Learning is the process of acquiring knowledge, skills, and understanding through various experiences, interactions, and self-study. It is a lifelong process that occurs both inside and outside of formal educational settings. Education, on the other hand, refers to the structured and systematic process of imparting knowledge, skills, and values to individuals through institutions such as schools, colleges, and universities. While learning can take place in a variety of informal and non-traditional ways, education typically follows a more formalized curriculum and is often guided by specific learning objectives and outcomes.
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Why is Judaism not considered a religion?
Judaism is considered a religion by many, but some argue that it is more than just a religion. Judaism encompasses not only a set of beliefs and practices but also a cultural and ethnic identity. It is often referred to as a way of life or a civilization, as it includes aspects such as language, history, and traditions that go beyond traditional religious practices. Additionally, Judaism does not have a central authority or hierarchy like many other religions, which can make it more complex to define solely as a religion.
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What is the connection between learning, upbringing, and education?
Learning, upbringing, and education are interconnected in that they all contribute to the development and growth of an individual. Upbringing shapes a person's values, beliefs, and attitudes, which in turn influence their approach to learning and education. Education provides the formal structure and guidance for learning, while learning is the process of acquiring knowledge, skills, and understanding. Together, they form a continuous cycle that shapes an individual's intellectual, emotional, and social development.
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Can science and education never redeem humanity from religion?
Science and education have the potential to challenge and change deeply ingrained religious beliefs, but whether they can fully redeem humanity from religion is a complex and subjective question. While science and education can provide evidence-based knowledge and critical thinking skills that may lead some individuals to question or abandon their religious beliefs, religion is deeply rooted in culture, tradition, and personal identity for many people. Additionally, for some, religion provides a sense of community, purpose, and moral guidance that may not be easily replaced by scientific or educational endeavors. Ultimately, the relationship between science, education, and religion is multifaceted and varies greatly among individuals and societies.
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