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Journal articles on the topic 'Contributions in social teaching'

Author: Grafiati

Published: 27 July 2024

Last updated: 31 July 2025

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1

Snyder, Joshua R. "Catholic Social Teaching and Global Public Health." Journal of Catholic Social Thought 19, no. 2 (2022): 299–319. http://dx.doi.org/10.5840/jcathsoc202219220.

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The novel coronavirus and its disease, COVID-19, have revealed how many health systems are ill equipped to respond to a population’s health needs. While the Catholic Church has nearly two thousand years of robust engagement in health care, it has been lacking in the realm of global public health. The Catholic Church’s health care ministries have been preoccupied with responding to illness by offering immediate relief to medical suffering. It is necessary to complement the focus on interpersonal healing by transforming the social structures that perpetuate patterns of illness. By drawing on the

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Kelm, Orlando R. "Social Media." Business Communication Quarterly 74, no. 4 (2011): 505–20. http://dx.doi.org/10.1177/1080569911423960.

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In assessing the application of social media on the teaching of business communication, this article looks at MBA student use of blogs, online photo database contributions, and video contributions to YouTube channels. These assignments were part of their course activities, which included a 2-week study tour in China. The article looks at these activities within the context of the social constructivist view on learning in general. The student work provides evidence of the positive results that come from the use of social media, when viewed from the perspective of social constructivist theories

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Rakshit, Susmita. "A Thorough Examination of the Contributions of Schooling, Teaching-Learning and Curriculum to Social Equality." International Journal of Science and Research (IJSR) 13, no. 4 (2024): 1719–22. http://dx.doi.org/10.21275/sr24427134439.

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Ahmad, Iftikhar. "Teaching Government in Social Studies: Political Scientists' Contributions to Citizenship Education." Social Studies 97, no. 1 (2006): 8–15. http://dx.doi.org/10.3200/tsss.97.1.8-15.

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Foubert, Petra, Alexander Maes, and Michelle Wilms. "Qualitative employment relationships for Ph.D. students in the EU?" European Labour Law Journal 11, no. 1 (2020): 48–65. http://dx.doi.org/10.1177/2031952519900995.

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This contribution intends to shed light on the working conditions of Belgian and Italian Ph.D. students, from the angle of EU law. In Belgium these (mostly young) researchers can be recruited either as ‘Ph.D. fellows’ or ‘teaching assistants’. Ph.D. fellows have a student-like status: they touch a fellowship exempt from personal income tax. However, social contributions are being withheld, for them to enjoy social security benefits and build up pension rights. Teaching assistants have an employee-like position: they receive a salary which is subject to personal income tax as well as to social

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González, Norma. "The Funds of Knowledge for Teaching Project." Practicing Anthropology 17, no. 3 (1995): 3–6. http://dx.doi.org/10.17730/praa.17.3.a036jlq42223625p.

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Although multicultural education has been bandied about in policy arenas for decades, substantive contributions by anthropologists have been limited. Yet anthropologists, above all other social researchers, have insights to offer on cultural phenomena, the processes of social change, and the educational implications of ethnic diversity.

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Castillo Guerra, Jorge E. "Contributions of the Social Teaching of the Roman Catholic Church on Migration." Exchange 44, no. 4 (2015): 403–27. http://dx.doi.org/10.1163/1572543x-12341373.

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This article searches for contributions provided by the social teaching of the Roman Catholic Church to avoid suffering and death under migrants, that, following Pope Francis, are provoked from a ‘culture of rejection’. From an interdisciplinary approach this article facilitates the assessment of mechanisms that generate these situations. It also focuses on the ethical and theological criteria of the Catholic social teaching to achieve a culture of encounter and acceptance of migrants and refugees.

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Spierings, Frans, and Ton Notten. "Researching, Teaching, and Professional Development: Contributions to the Improvement of Social Quality." Journal of Education 186, no. 1 (2006): 47–63. http://dx.doi.org/10.1177/002205740618600106.

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Sanders-Bustle, Lynn. "Review of Art as Social Action: An introduction to the principles and practices of teaching social practice art." Art/Research International: A Transdisciplinary Journal 5, no. 1 (2020): 223–32. http://dx.doi.org/10.18432/ari29529.

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In this contribution, the author reviews the book, Art as Social Action: An Introduction to the Principles and Practices of Teaching Social Practice Art. Acknowledging the timely nature of this anthology of essays, interviews, and lesson plans, the reviewer strongly recommends the book for teachers of contemporary art. In the review, the author opens with personal context for the review, a brief overview of contents and a description of the editors’ professional backgrounds. Interested in the usefulness of lesson plans for teachers, the reviewer analyzes the over 43 lesson plans and identifies

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Guitián, Gregorio. "Pope Francis and Catholic Social Teaching on Ecology." Worldviews 22, no. 2 (2018): 163–86. http://dx.doi.org/10.1163/15685357-02202003.

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Abstract In his visit to the United States, Pope Francis stressed the Christian message on ecology, which includes a calling to an “ecological conversion”. However, a recent paper on the influence of Christian religiosity on managerial decisions concerning the environment argues that Christian faith discourages managers’ environmental-friendly decisions. Francis message on ecology is part of the Catholic Social Teaching (CST), which contains valuable contributions, but it is still to be known. We present a synthetic view of CST on ecology and its implications for businesses, shareholders and c

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Gbenedio, Uche. "English Language Teaching from Behaviourism to Interactionism: Implication for Second Language Teaching." CLAREP Journal of English and Linguistics 3 (October 10, 2021): 249–71. http://dx.doi.org/10.56907/gsykb7az.

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This paper examines diachronically, the philosophical, psychological and linguistic theories that have propelled language teaching over the years. It proposes that the pedagogical procedures of teaching English as a Second Language at all levels should gain from these rich theoretical resources and the vast repertoire of methodological approaches arising from them including the ‘new methods’. The foundations of human learning expressed in Behaviourism, Innatism, Cognitivism, Constructivism and Social-Pragmatism as well as the Interaction theories have contributed variously to Second Language t

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Wahyujati, Prastawa, Supriyoko Supriyoko, and Yuli Prihatni. "Kontribusi pengalaman mengajar, kompetensi sosial dan kompetensi kepribadian terhadap kepemimpinan Ing Ngarsa Sung Tuladha guru." Teacher in Educational Research 3, no. 2 (2021): 89–98. https://doi.org/10.33292/ter.v3i1.176.

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Penelitian ini bertujuan untuk mengetahui kontribusi pengalaman mengajar, kompetensi sosial, dan kompetensi kepribadian terhadap kepemimpinan ing ngarsa sung tuladha dalam pembelajaran guru SMP. Jenis penelitian adalah penelitian kuantitatif dan analisis hubungan antar variabel dianalisis dengan cara statistic. PopulasiÂ penelitian adalah guru SMP di Kabupaten Magelang tahun 2019 dengan sampel 95 orang. Analisis data yang dilakukan meliputi analisis diskriptif, uji prasarat yang terdiri dari uji normalitas, uji lenearitas, dan uji multikolenieritas, analisis regresi berganda dan regresi parsia

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Breen, Michael P. "The Social Context for Language Learning—A Neglected Situation?" Studies in Second Language Acquisition 7, no. 2 (1985): 135–58. http://dx.doi.org/10.1017/s0272263100005337.

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This paper offers an examination of classroom language learning from the perspectives of research and teaching. It addresses two questions: (1) What are the specific contributions of the classroom to the process of language development?; and (2) In what ways might the teacher exploit the social reality of the classroom as a resource for the teaching of language? The paper explores the classroom as a special social situation and identifies certain aspects of classroom language learning that seem to be neglected by current research. It offers also new directions for research and proposals for la

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Ballano, Vivencio. "Catholic Social Teaching, Theology, and Sociology: Exploring the Common Ground." Religions 10, no. 10 (2019): 557. http://dx.doi.org/10.3390/rel10100557.

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Drawing on some secondary literature and using sociological perspectives, in this paper, I trace the fundamental conflict and differences between sociology and theology as academic disciplines and draw some implications on why the contributions of sociological inquiries and their empirical assessments of society and human behavior are seldom used in literature and learning materials on Catholic social teaching (CST)—a body of moral principles based on papal, conciliar, and other official Church documents on the Christian faith and social concerns. I argue that despite methodological and theore

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Benneworth, Paul, and Jorge Cunha. "Universities’ contributions to social innovation: reflections in theory & practice." European Journal of Innovation Management 18, no. 4 (2015): 508–27. http://dx.doi.org/10.1108/ejim-10-2013-0099.

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Purpose – The purpose of this paper is to resolve a tension in understanding how universities contribute to knowledge-based urban development (KBUD). Design/methodology/approach – The paper is a conceptual paper, which analyses the tension as emerging between the university and the wider societal activity. The paper creates a framework for combining insights from both those theoretical frameworks to better understand why universities might choose to contribute to KBUD. Findings – The paper argues that it is important to understand the benefits that the universities get from participating in th

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Riegel, Fernando, Maria da Graça Oliveira Crossetti, and Diego Silveira Siqueira. "Contributions of Jean Watson's theory to holistic critical thinking of nurses." Revista Brasileira de Enfermagem 71, no. 4 (2018): 2072–76. http://dx.doi.org/10.1590/0034-7167-2017-0065.

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ABSTRACT Objective: to reflect on the contributions of Jean Watson's theory to the nurses' holistic critical thinking. Method: This is a theoretical reflection article, on which scientific productions about Jean Watson's human care theory, published in national and international periodicals, were based. Results: Jean Watson's theory and its contribution to the nurses' holistic critical thinking; the interface of critical holistic thinking in teaching the nursing diagnosis process according to Watson's theory; contributions of critical holistic thinking to the nursing field. Final consideration

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Montoya, José, and María Julia Flores. "La contribución de Peter Seixas a la enseñanza de la historia en El Salvador." Perspectivas., no. 28 (January 1, 2024): 1–20. https://doi.org/10.15359/rp.28.8.

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This article offers a summarized view of how the work of Peter Seixas has contributed specific aspects in the curricular transformation project of the subject of Social and Civic Studies, as it refers to the teaching of history in El Salvador. This paper presents Seixas’ general contribution to the rethinking of history teaching in general from a curricular perspective as well as its conceptual insights into historical thinking. In addition, the context of the contributions to the reflection on the concepts of first and second order, and how different authors have delineated the discussion of

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Wight, Randall D. "Expanding Coverage in the History Course by Toasting Significant but often Overlooked Contributors." Teaching of Psychology 20, no. 2 (1993): 112. http://dx.doi.org/10.1207/s15328023top2002_12.

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Imoke, John Eteng, Celestine Unoh Nkanu, and Bisong Anthony Etta. "SOCIAL MEDIA AS TEACHING/LEARNING TOOLS IN NIGERIAN TERTIARY INSTITUTIONS." International Journal for Innovation Education and Research 9, no. 7 (2021): 372–86. http://dx.doi.org/10.31686/ijier.vol9.iss7.3236.

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This study verified students’ perceptions on whether utilisation of the social media tools for teaching/learning can possibly contribute towards driving 21st century inclusive education efforts in Nigerian universities. A descriptive survey design was adopted for the study. Study’s population was made up of all 392 students of Educational Technology unit of the Department of Curriculum and Teaching in the Faculty of Education in the University of Calabar. Sample was drawn through purposive sampling procedures with a sample of 68 respondents drawn for the study. A 15-item questionnaire tagged “

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Aijaz, Ali Sodhar, and Hafiz Sibghatullah Bhutto Dr. "Hazrat Maulana Abdur Razzaq Kazi's Religious, Academic, Literary and Social Services." AL-MISBAH research journal 4, no. 2 (2024): 12–26. https://doi.org/10.5281/zenodo.13204510.

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<strong>ABSTRACT</strong>  Maulana Abdur Razzaq Kazi's distinguished career as an Islamic scholar is a testament to his dedication to propagating religious teachings. This research provides a comprehensive account of his life and achievements through an examination of his educational background, professional pursuits, and contributions to Islamic services. Maulana Kazi's educational journey, spanning renowned institutions in Rohri, Khairpur Meers, Karachi, Pir Jhandu, Mirpur Mathelo, and Lahore, laid the groundwork for his future endeavors, cultivating a profound understanding of Islamic

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Caraballo, Limarys, and Jamila Lyiscott. "Collaborative inquiry: Youth, social action, and critical qualitative research." Action Research 18, no. 2 (2018): 194–211. http://dx.doi.org/10.1177/1476750317752819.

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Youth participatory action research is part of a revolutionary effort in educational research to take inquiry-based knowledge production out of the sole purview of academic institutions and include those who most directly experience the educational contexts that scholars endeavor to understand. Seeking to extend the robust legacy of participatory action research in schools and communities, in this article, we focus on the pedagogical contributions of youth participatory action research collaborations for the teaching of critical qualitative research. We discuss strategies developed and impleme

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Do Nascimento, Everaldo, and Clara Roseane Da Silva Azevedo Mont’Alverne. "Contributions of social language practices to the learning of reading and writing in primary education." Revista Internacional de apoyo a la inclusión, logopedia, sociedad y multiculturalidad 6, no. 2 (2020): 26–35. http://dx.doi.org/10.17561/riai.v6.n2.13.

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The main objective of this article is to highlight the contributions of the social practices of language in the teaching and learning process of reading and writing in primary education. In the methodological aspect, we conducted a thorough bibliographic review in order to understand the contributions of these social practices of language and their contributions to education. We point out the readings that deal with this theme, based on the authors who highlight these aspects focused on the social practices of language. Of which we highlight Freire (2011), which addresses concepts on learning;

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Innocent, Akor Abbah. "Contributions of Tertiary Education in Sub-Sahara Africa." Journal of Advances in Education and Philosophy 6, no. 10 (2022): 521–29. http://dx.doi.org/10.36348/jaep.2022.v06i10.003.

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This article reviewed the contributions of Tertiary Education in Sub-Sahara Africa. It extols the impact of the global application of education in social, economic and political development in sub-Sahara Africa. The paper highlighted the Aims of tertiary education in sub-Sahara Africa such as Production of the much-needed high-level manpower essential for the nation’s growth and development, provision of centers of excellence in teaching, research and storehouses of knowledge for nurturing the manpower needs of the nation, promotion and encouragement of scholarship and community services, teac

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Scelza, Brooke A., and Katie Hinde. "Crucial Contributions." Human Nature 30, no. 4 (2019): 371–97. http://dx.doi.org/10.1007/s12110-019-09356-2.

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AbstractMaternal grandmothers play a key role in allomaternal care, directly caring for and provisioning their grandchildren as well as helping their daughters with household chores and productive labor. Previous studies have investigated these contributions across a broad time period, from infancy through toddlerhood. Here, we extend and refine the grandmothering literature to investigate the perinatal period as a critical window for grandmaternal contributions. We propose that mother-daughter co-residence during this period affords targeted grandmaternal effort during a period of heightened

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Kercia Trajano Feitosa, Ana, Milena Xavier Silva Barbosa, and Ihernes Augusto Arnes dos Santos. "CONTRIBUTIONS OF MONITORING IN THE MONITOR’S ACADEMIC TRAINING." Revista Gênero e Interdisciplinaridade 4, no. 01 (2023): 157–66. http://dx.doi.org/10.51249/gei.v4i01.1217.

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The monitoring program is a modality of extracurricular activity, focused on expanding teaching to undergraduate courses, this constitutes an integrated form in the construction of more in-depth knowledge of a given discipline. The main objective of the project was to present, in the form of an experience report, the contributions of the monitoring program in the academic training of the monitor. To carry out this work, we opted for a descriptive study, of the experience report type, carried out from the experience in voluntary monitoring. During the period in which the monitoring took place,

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Nascimento, Rodrigo Ribeiro, Cátia Pereira Duarte, and Vitor Tadeu Paiva Silva. "Pedagogical work with dance in emergency remote education: methodological contributions to decolonial research." Forensic Research & Criminology International Journal 11, no. 1 (2023): 26–30. http://dx.doi.org/10.15406/frcij.2023.11.00364.

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In pandemic times, teachers without training for distance learning find themselves insecure for the rapid changes that emergency remote teaching requires to guarantee health care. This text seeks to analyze the traditional dance online classes to signal the wishes of the subjects in the CAP that can contribute to the various teaching networks of Juiz de Fora; and, publicize the demands for training in teaching, research and extension of the CAP that were based on decoloniality and that could serve as a suggestion for initial and continued training. To this end, an ethnographic study was carrie

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Vanegas Garzón, Sindy Lissette, and Nohemy Marcela Bedoya Ríos. "Concerns, Contributions, and Challenges of Critical Pedagogies in ELT: A Literature Review." Enletawa Journal 16, no. 2 (2023): 1–33. http://dx.doi.org/10.19053/2011835x.16518.

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Critical pedagogies have been researched in many knowledge areas, particularly in social sciences. However, in the field of English language teaching, pedagogical and didactic models that implement critical perspectives are scarce. This review attempts to characterize trends of discussion addressed in the scientific literature on critical pedagogies in the teaching of English from 2011 to February 2023. For this, 55 articles available in Scopus, Eric, and Scielo databases were analysed. Four categories were identified: 1) Critical pedagogical practices in ELT, 2) Analysis on the teacher role a

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Felices de la Fuente, María del Mar, Rosendo Martínez Rodríguez, and Ramón Martínez Medina. "Investigación e Innovación en Didáctica de las Ciencias Sociales. Aportes y nuevas perspectivas." REIDICS. Revista de Investigación en Didáctica de las Ciencias Sociales, no. 3 (September 26, 2018): 119–38. https://doi.org/10.17398/2531-0968.03.119.

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The area of Social Sciences Teaching has been consolidated in our country as an autonomous area of knowledge, with its own entity, which continues to grow in the volume and quality of its research. The proof of this is the trajectory of more than three decades and the significant increase in the scientific works published in recent years. These research have been published in scientific journals, compilation books or conference proceedings, and have also been defended as theses that have investigated various problems of study. As a consequence of the increase in contributions, we consider it p

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Wang, Sheng, and Sirinthorn Seepho. "Facilitating Chinese EFL Learners’ Critical Thinking Skills: The Contributions of Teaching Strategies." SAGE Open 7, no. 3 (2017): 215824401773402. http://dx.doi.org/10.1177/2158244017734024.

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Sison, Alejo José G., Ignacio Ferrero, and Gregorio Guitián. "Human Dignity and The Dignity of Work: Insights from Catholic Social Teaching." Business Ethics Quarterly 26, no. 4 (2016): 503–28. http://dx.doi.org/10.1017/beq.2016.18.

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ABSTRACT:What contributions could we expect from Catholic Social Teaching (CST) on human dignity in relation to the dignity of work? This article begins with an explanation of CST and its relevance for secular audiences. It then proceeds to identify the main features of human dignity based on the notion of imago Dei in CST. Next comes an analysis of the dignity of work in CST from which two normative principles are derived: the precedence of duties over rights and the priority of the subjective dimension of work over the objective dimension. Afterwards, the “right to work” and the “rights of w

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Fauzan. "Recognising Reading Comprehension Outlook and Solution for Gen Z." Arus Jurnal Sosial dan Humaniora 4, no. 2 (2024): 1052–63. http://dx.doi.org/10.57250/ajsh.v4i2.606.

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Reading comprehension is an essential ability for a child's growth and development. Teaching youngsters to read English literature is a crucial skill. The objective of this essay is to examine recent and seminal research on reading challenges from three perspectives: cognitive, social and cultural, and interactive. The three views are examined, and their contribution to our understanding of how to help children with reading challenges is discussed. This article looks at the reasons of reading comprehension problems, the implications, and how to improve this vital skill. This study examines the

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Lima, George, and Marcos Pereira. "Contributions of martial arts in Physical Education classes." Journal of Sport Pedagogy & Research 9, no. 2 (2023): 4–13. http://dx.doi.org/10.47863/vweg9701.

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This study aims to reflect, from an integrative review, on the benefits of teaching struggles for the integral development of students of basic education. Data collection was carried out in Scielo, Lilacs, Google Scholar, and Capes Periodicals Portal, using the descriptor: “Benefits AND Fights AND School”. The results show eight studies, in which, based on the analysis, it was clarified that the development of fights in Physical Education classes brings benefits to students, in the development of motor, affective, social, cognitive, and physiological aspects. However, deficits in initial train

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Jaan, Syed Hidayat Ullah, Haris Ullah, and Syed Latif Ullah Jaan. "An over view about Maulana Abdul Haqq’s educational, social and political contributions." Al Khadim Research journal of Islamic culture and Civilization 3, no. 1 (2022): 160–68. http://dx.doi.org/10.53575/arjicc.v3.01(22)u12.160-168.

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Maulana Abd-ul-Haqq was a great and famous Islamic scholar, basically his family was migrated from Afghanistan centuries ago and settled in Akora Khattak (Khyber PakhtunKhwah, Pakistan). He was belonged to a religious family, His father was also a religious scholar. He received his primary education at home and at last visited university of “Darul Uloom Deoband India” for higher education, late after he founded “Darul Uloom Haqqania Akora Khattak, Kp, pakistan” which is one of the best Islamic teaching university among the world, He not only contribute in the education field only but also play

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Anim, Sarbini, Badrah Uyuni, and Zamakhsyari Abdul Majid. "DA'WAH STRATEGY THROUGH THE BOOK OF 'AQIDATUL MUJMALAH' AT THE MAJELIS TAKLIM KH. ABDULLAH SHAFI'I: Analysis of Methods and Their Impact On Strengthening Aqidah." Tahdzib Al-Akhlaq: Jurnal Pendidikan Islam 7, no. 2 (2025): 389. https://doi.org/10.34005/tahdzib.v7i2.4549.

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This article examines the da'wah strategy applied by KH. Abdullah Syafi'i, through the teaching of the book Aqidatul Mujmalah in his majelis taklim, focused on teaching methods, socio-religious impacts, and their relevance in the context of contemporary da'wah. This research uses a qualitative approach with a case study method involving participatory observation, in-depth interviews with Ustaz and worshippers, and documentation analysis in the form of teaching recordings and related materials. The results of the study revealed that KH. Abdullah Shafi'i combines teaching classical books with th

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Benvindo de Souza, Cirlene, and Ivone Antonia da Silva. "CONTRIBUTIONS OF VYGOTSKY'S HISTORICAL-CULTURAL THEORY TO SPECIAL AND INCLUSIVE EDUCATION." Revista Gênero e Interdisciplinaridade 5, no. 03 (2024): 1–18. http://dx.doi.org/10.51249/gei.v5i03.2047.

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This article examines how Lev Vygotsky's historical-cultural theory can be applied to the education of children with Autism Spectrum Disorder (ASD). With an emphasis on concepts such as the Zone of Proximal Development (ZPD), mediated learning, social interaction, adaptation of teaching material and a focus on children's abilities and individuality, the study proposes methodological adaptations that can significantly benefit the inclusion and educational development of these children. students

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Kim, Jihyun, Kelly Merrill, Kun Xu, and Deanna Sellnow. "Embracing AI-Based Education: Perceived Social Presence of Human Teachers and Expectations About Machine Teachers in Online Education." Human-Machine Communication 4 (2021): 169–85. http://dx.doi.org/10.30658/hmc.4.9.

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Technological advancements in education have turned the idea of machines as teachers into a reality. To better understand this phenomenon, the present study explores how college students develop expectations (or anticipations) about a machine teacher, particularly an AI teaching assistant. Specifically, the study examines whether students’ previous experiences with online courses taught by a human teacher would influence their expectations about AI teaching assistants in future online courses. An online survey was conducted to collect data from college students in the United States. Findings i

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Innes, John Michael, and Timothy Peter Chambers. "The Evaluation of Significant Figures in the History of Social Psychology: A Class Exercise in the Teaching of Introductory Social Psychology." Psychology Learning & Teaching 16, no. 1 (2016): 105–14. http://dx.doi.org/10.1177/1475725716680698.

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In teaching social psychology, the process of identifying a particular theorist can lead to an enhanced understanding of the theories associated with that individual. Employing this process into a summative assessment, this article outlines an exercise that facilitated the teaching of introductory social psychology to 147 undergraduate students. The students completed an exercise in the critical evaluation and ranking of the contributions of several significant figures in the history of social psychology. Evaluations of the exercise revealed that the most popular triad included various combina

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Leal, David L. "Chapters, Volumes, Editors! Oh My! Reassessing the Role of Edited Volumes in the Social Sciences." PS: Political Science & Politics 46, no. 02 (2013): 380–82. http://dx.doi.org/10.1017/s1049096513000097.

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AbstractMany scholars discount the value of edited volumes and book chapters to the social science enterprise. Nevertheless, these unique formats advance scholarship, help faculty and graduate students achieve their goals, and enhance teaching and learning. This article therefore assesses the criticisms of volumes and chapters, reconsiders the contributions of these publications, and makes recommendations for improving their accessibility and status.

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O'Connor, Karen. "Civil Rights and Social Change: The Contributions of Interest Groups, Social Movements and the Courts." Political Science Teacher 3, no. 2 (1990): 6–7. http://dx.doi.org/10.1017/s0896082800001008.

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The twenty participants in this seminar came from a variety of colleges and universities that ranged from major research institutions to small teaching colleges. The academic ranks and interests of those in attendance also were diverse. This heterogeneity of participants was intentional and designed to facilitate a meaningful exchange of ideas and perspectives on the topics to be discussed. Formal class sessions were held for three and one-half hours each morning. The instructor made herself available for individual discussions later each day. Seminar participants were urged to take advantage

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Fernando, Sahayadas. "Revitalizing Catholic Social Thought in a Multireligious World." Journal of Catholic Social Thought 20, no. 1 (2023): 123–41. http://dx.doi.org/10.5840/jcathsoc20232017.

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Religion does influence personal choices and behavior, even today. In a multireligious society, religions and religious groups influence social life and public policy considerably. Hitherto, Catholic social teaching, thought, and practice were essentially, if not exclusively, based on the Christian vision of socioeconomic and political realities, without paying much attention to the existence and role of the world’s great religions and religious traditions in this endeavor. To revitalize Catholic social teaching in today’s world, the Church must enter into critical dialogue with non-Christian

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McVea, John F., and Michael J. Naughton. "Enriching Social Entrepreneurship from the Perspective of Catholic Social Teaching." Religions 12, no. 3 (2021): 173. http://dx.doi.org/10.3390/rel12030173.

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In this paper, we propose that unreflective use of the term social entrepreneurship may perpetuate the idea that “entrepreneurship” is largely a financial and private reality and that this view of entrepreneurship will eventually trivialize or perhaps undermine the important benefits and the real intentions behind the social entrepreneurship movement. We believe that Catholic Social Teaching can shed important light on this dilemma by emphasizing three specific strategies inherent to entrepreneurship when assessing the moral contribution of the firm. As a result, we argue for the principles of

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Kindall-Smith, Marsha, Constance L. McKoy, and Susan W. Mills. "Challenging exclusionary paradigms in the traditional musical canon: Implications for music education practice." International Journal of Music Education 29, no. 4 (2011): 374–86. http://dx.doi.org/10.1177/0255761411421075.

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The authors propose that best practices in music education require a conceptual understanding of music teaching and learning based on a perspective of social justice and equitable access for all students. Examinations of the relationship between the tenets of culturally-responsive teaching and three dimensions of music teaching and learning (musical content, instruction, and context) are presented: (1) historically, through the identification of neglected African American contributions to Appalachian music; and (2) pedagogically, through the chronicling of social justice content and culturally

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Zhangzhiming, Rahmah Ahmad H. Osman, Muhammad Farhan Rizaludin, and Mahaixiang. "The Contributions of Muhammad Naqib Al-Attas in the Islamization of the Contemporary Islamic World." Al Hikmah International Journal of Islamic Studies and Human Sciences 4, Special Issue (2021): 152–60. http://dx.doi.org/10.46722/hkmh.4.si.g21.

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In the modern era, in the face of adherence to tradition and development, Islamic education has always been in a state of imbalance and dilemma: those who adhere to tradition believe that sciences outside religious books are not religious sciences but rather secular sciences, unworthy or unappreciated. As a result, the traditional education system is unable to cultivate talents suitable for social development; Whereas secular education follows the Western education model, which emphasizes only the indoctrination and teaching of applied disciplines, and ignores values education—leading to the d

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Abu-Shanab, Emad Ahmed, and Laila Fawaz Anagreh. "Contributions of Flipped Classroom Method to Student Learning." International Journal of Cyber Behavior, Psychology and Learning 10, no. 3 (2020): 12–30. http://dx.doi.org/10.4018/ijcbpl.2020070102.

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Educational institutions are striving for new methods for effective teaching. Flipped classroom (FC) method is one of the new trends spreading in higher education and attracting more instructors. This study aims at exploring the factors influencing the adoption of such a method and its benefits and challenges based on students' perceptions. The literature review suggested a few factors like benefits, enjoyment, innovation development, and social influence as major predictors of flipped classroom adoption. Responses from a sample of 200 students from Qatar University supported all predictors ex

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Reed-Danahay, Deborah. "Bourdieu and Critical Autoethnography: Implications for Research, Writing, and Teaching." International Journal of Multicultural Education 19, no. 1 (2017): 144. http://dx.doi.org/10.18251/ijme.v19i1.1368.

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This article argues that by combining critical ethnographic and autoethnographic perspectives we can move beyond the insider/outsider dualism, better understand the ways in which stories of personal experience are “strategic,” and interrogate the broader contexts and processes of social inequality that shape life trajectories. The potential contributions to critical autoethnography of the reflexive approach of “self-analysis” advocated by Pierre Bourdieu are discussed. The author draws upon her uses of critical autoethnography in research (in France and the United States) and in teaching about

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Jones, Elspeth, Betty Leask, Uwe Brandenburg, and Hans de Wit. "Global Social Responsibility and the Internationalisation of Higher Education for Society." Journal of Studies in International Education 25, no. 4 (2021): 330–47. http://dx.doi.org/10.1177/10283153211031679.

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In this article, we argue that there is an urgent need to align internationalisation and university social responsibility agendas through the construct of Internationalisation of Higher Education for Society. The service or “third mission” of higher education institutions - to contribute to the social, economic, and cultural development of communities - has long been a core function of universities alongside teaching and research. However, the service mission is often disconnected from the internationalisation agenda. Service to society is rarely the focus of internationalisation strategies, a

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Zimmermann, Martina, and Sebastian Muth. "Entrepreneurial visions of the self: Language teaching and learning under neoliberal conditions." Multilingua 39, no. 3 (2020): 269–75. http://dx.doi.org/10.1515/multi-2020-0045.

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AbstractIn this special issue, we bring together empirical research that takes a critical perspective on the relationship between language learning and individual aspirations for future success. In doing so we aim to initiate a debate on how neoliberal ideology and mode of governance permeate language learning as part of a wider neoliberal project that postulates the ideal of the competitive and self-responsible language learner. The four contributions illustrate how neoliberal desires about entrepreneurial selves play out differently within different social, political, or linguistic contexts.

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Benayoune, Abdelghani, Zouhaier Slimi, and Abebe Ejigu Alemu. "A Study of Teachers' Experiences and Perceptions of Research-Teaching Nexus in HEI (Higher Education Institutions)." Journal of Educational and Social Research 12, no. 4 (2022): 163. http://dx.doi.org/10.36941/jesr-2022-0104.

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Due to institutional accreditation requirements, the linkage between research and teaching has become increasingly important for higher education institutions in Oman over the past few years. This study describes teachers' experiences and perceptions of the research and teaching nexus in Oman's higher education college. Staff at International Maritime College Oman (IMCO) were taken as samples to confirm the study's themes. This paper aims to study the views of faculty about integrating research into teaching and the factors that strengthen or weaken the nexus. Primary data was collected via su

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Macías, Diego Fernando, and Wilson Hernández-Varona. "An Overview of Dominant Approaches for Teacher Learning in Second Language Teaching." HOW 29, no. 1 (2022): 212–31. http://dx.doi.org/10.19183/how.29.1.631.

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The current review offers an analysis of the prevailing literature on teacher learning in language teaching from an international perspective. We initially revisit several contributions from a general education perspective. Then, we focus on three dominant approaches, identified through the literature, to understand teacher learning from a language teaching perspective. Finally, we provide implications for teacher educators to consider in the preparation of prospective language teachers. These include acknowledging future teachers’ prior cognitions and learning experiences, highlighting the be

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VanCleave, Diane S. "Contributions of Neuroscience to a New Empathy Epistemology: Implications for Developmental Training." Advances in Social Work 17, no. 2 (2017): 369–89. http://dx.doi.org/10.18060/21087.

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The difficulty in comprehending the epistemology of empathy lies in shifting paradigms which have resulted in empathy being viewed as vague and elusive. Such elusive understanding of empathy has confused research, practice, and advancement of therapeutic principles. Empathy is the core of all social and intellectual transformation. Humankind is biologically programmed to use empathy for survival, health, and well-being. Pursuing and understanding empathy frees human capacity for wisdom. Studying the epistemology of empathy is operationally and scientifically relevant in the synthesis of an emp

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