Academic literature on the topic 'Religious aspects of Teacher-student relationships'
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Journal articles on the topic "Religious aspects of Teacher-student relationships"
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Grümme, Bernhard. "Aufgeklärte Heterogenität. Auf dem Weg zu einer neuen Denkform in der Religionspädagogik." Zeitschrift für Pädagogik und Theologie 70, no. 4 (December 19, 2018): 409–23. http://dx.doi.org/10.1515/zpt-2018-0057.
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AbstractSo far, religious education has been dominated by the paradigm of plurality. This is relevant because it can capture the processes of pluralization of religion in late modernity. The focus of this article concerns aspects of difference and identity. However, this has also set a desideratum. The interaction with issues of inequality and injustice cannot be adequately addressed within this paradigm. However, a student-oriented religious education must consider these questions to the same extent. But this is at the center of the category of heterogeneity. The following considerations, against this background, seek to unfold the mode of thinking of enlightened heterogeneity. This places identity and equality issues in strict reciprocal interrelation and is at the same time so self-critical that it seeks to elucidate its own entanglements in hegemonic relationships of power in the normative definition of religious education.
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AXELBY, RICHARD. "The Teacher, the Activist, and the Maulvi: Emancipatory visions and insurgent citizenship among Gujjars in Himachal Pradesh." Modern Asian Studies 54, no. 3 (September 10, 2019): 868–97. http://dx.doi.org/10.1017/s0026749x18000471.
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AbstractExploring the intersection of state, religion, and ethnicity, this article considers the opportunities for individual and collective advancement available to Muslim Gujjars in Chamba district of Himachal Pradesh. Following the lives of three prominent members of the community—a teacher, a political activist, and a maulvi—it considers their respective orientations to the state and their relationships with their fellow Gujjars, to illustrate the different ways in which Gujjars have sought to transcend their marginal and subordinated position as an ethnic and religious minority. With state-promoted schemes of affirmative action and reservation offering only limited opportunities for social and economic advancement, we see how Gujjars have responded to their continued marginalization, first through political mobilization as an ethnic group and, more recently, through the establishment of Islamic educational institutions and association with Tablighi Jama'at. This leads to an evaluation of the emancipatory potentials and contradictions of insurgent citizenship when mobilized around specific aspects of ethnic and religious identity. Against a backdrop of economic liberalization and accompanying shifts in civil society, I show how the distribution of rewards that derive from strategies of assimilation, engagement, and withdrawal are structured in particular ways, including by class and gender.
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Abylkasymova, A., Saida Popey-ool, and Sergey Shishov. "Formation of Public Consciousness and Digital Culture of Students in the System of Continuous Pedagogical Education." Scientific Research and Development. Socio-Humanitarian Research and Technology 9, no. 4 (December 9, 2020): 3–9. http://dx.doi.org/10.12737/2587-912x-2020-3-9.
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The article deals with the problem of analyzing trends in the formation of public consciousness and digital culture of students in the system of continuous teacher education. The conclusions are based on the fact that symbolic interactionism (information theory), socio-psychological centrality are based on the level of importance of certain ideas or self-conceit, the degree of interactivity in the implementation of acquired communicative and role models of student behavior. Moderate support for the theories of identity and symbolic interactionism was revealed, since the identity of the "other" was not much in the focus of research analysis. Identification aspects are related to the relationship between concepts, and interactive commitment is related to the psychological centrality of the student's personality, but not to the identification of the "other". Self-esteem is a Central element of the psychological centrality of the individual, if it is important for her. It is shown that identities can be stable and unstable, since they are associated with a person's social environment. Instability is associated with the student's desire to make social, religious, and cultural changes in their own lives, that is, with the desire to master and join new cultural values. The level of a person's self-esteem depends on the identification combination of socio-psychological (external and internal) aspects and conditions of their existence.
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Topchiev, Mikhail Sergeevich. "The impact of religious factor upon the formation of marital and family relations in the border region (on the example of Astrakhan Region)." Социодинамика, no. 3 (March 2020): 63–74. http://dx.doi.org/10.25136/2409-7144.2020.3.31390.
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The analysis of processes that significantly affect the formation of future families, namely in the border region, as well as crisis phenomena in marital and family relations, demonstrates that religion is one of the important factors influencing these processes. Religious differences is one of the paramount and most complicated aspects that impacts mutual understanding and communication. Within the framework of family relationships, religious differences along with the cultural play a crucial role. The authors set a goal to determine the influence of religion upon the formation of marital and family relations within the environment of modern student youth. The conducted sociological survey involved the representatives of different nationalities and religious confessions (V=400 of the respondents – residents of Astrakhan and Astrakhan Region), which also allowed analyzing the impact of various factors, including religious, upon the formation of values of a modern young family. It is also worth noting that the acquired results testify to the fact that the majority of respondents hold an opinion on the insignificance of religious affiliation of a person in consummation of their own marriage. Since in most instances an interfaith marriage suggests conversion of one partner into religion of the other, the obtained data confirms that more it is a man who initiates such transition.
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Gabb, Jay. "Narratives on Pain and Comfort: Casey's Story." Journal of Law, Medicine & Ethics 24, no. 4 (1996): 292–93. http://dx.doi.org/10.1111/j.1748-720x.1996.tb01869.x.
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Pain can be a body-wrenching curse. Yet it is often a life-defining and supporting blessing!Pain is a distinct physiological event, yet it is also an emotional, social, spiritual, and economic force. Pain in its more destructive form alters lives, changes relationships, and disrupts families.Quality pain management should not be just a pharmacological response to a medical situation; it must also be a theological, ethical, and societal response to human need. Appropriate pain management is a gift to both the receiver and the provider. As a parish priest, a supervisor of pastoral services, and an ethics resource specialist, I have seen many pain-filled situations that have involved multiples of these dimensions.Born in 1969, Casey died in 1995, just a few months after his twenty-sixth birthday. Casey was an intelligent, charismatic college student, strong in religious faith, who had few problems … at least until one day in the summer of 1994. That day he began to suffer extreme pain in his lower stomach and bowels.
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Deraney, Philline M. "Teaching with Relevance: Saudi Students’ Perceptions of a Foundation Course in Communication Skills." International Journal of Learning, Teaching and Educational Research 20, no. 2 (February 28, 2021): 197–217. http://dx.doi.org/10.26803/ijlter.20.2.11.
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This study explores undergraduate students' perceptions of a foundation-year communication skills course at a large public university in Saudi Arabia from the aspects of perceived course effectiveness and relevance using a cross-sectional survey research design. The survey yielded scaled and short-answer responses, which were then analyzed using statistical and thematic analyses. The results revealed that first-year undergraduate students (n=209) in this study perceive communication skills as important for their future career and in major areas of their lives, and consider being a ’good’ communicator as part of their cultural and religious heritage. Participants further define communication skills as predominantly an oral, information transfer that builds relationships with others from interpersonal and intercultural aspects. The findings also revealed disagreement and uncertainty about the communication course focus and requirement, relevance of course assignments and materials, and language of instruction. Recommendations for teaching communication skills with relevance in this context include explicit, focused communication instruction, student-centered practical activities with cultural relevance, and, moving forward, coursework that integrates the communication discipline with the needs of the students’ academic fields. Future research in this area could enhance teaching communication skills in the Saudi context and lead to more relevant instruction that could positively impact students in their professional lives.
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Denis, John M. "Key Aspects of Student Teaching." Update: Applications of Research in Music Education 35, no. 2 (August 1, 2016): 54–61. http://dx.doi.org/10.1177/8755123315610386.
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The transition from the conceptually focused world of the student to the professionally pragmatic world of the teacher can be jarring and difficult. One of the more useful educational experiences for facilitating this transition is that of student teaching. This review of literature examines the personal relationships, expectations, reflective practice, and power structure inherent in the student-teaching experience in both general and music classroom contexts. These facets were selected due to their prevalence in the literature and their potential impact on stakeholders’ approaches toward student teachers. Aspects of cooperating teacher preparation in light of the highlighted areas are then discussed, with potential suggestions including communication concerns, possible cooperating teacher framework characteristics, and balancing the conflicting nature of both the student teacher and the university supervisor.
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Roberts, Judith. "Tyfu i Fyny/Growing Up interactive bi-lingual resources to support the delivery of sex and relationships education for students aged 5 to 12 years." Health Education 115, no. 1 (January 5, 2015): 38–55. http://dx.doi.org/10.1108/he-12-2013-0065.
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Purpose – The purpose of this paper is to describe the development of new interactive, bi-lingual Sex and Relationships Education (SRE) resources called Tyfu i Fyny/Growing Up, suitable for students aged between five and 12 years. It also discusses the evidence used to support the development of the resources, the support provided for teachers and parents and an initial evaluation following their use. Design/methodology/approach – Tyfu i Fyny/Growing Up are interactive bi-lingual (Welsh and English) SRE teaching resources for primary schools suitable for students aged five to 12 years. These resources comprise of two components, an interactive electronic web-based programme and a floor mat illustrating a naked boy and girl. The electronic web-based programme is used to introduce puberty changes, loving relationships, conception, pregnancy and birth and is suitable for students aged nine to 12 years. The floor mat is suitable to be used with students aged between five and 12 years. Teaching activities can include naming body parts, discussing gender differences, personal safety, distinguishing between appropriate and inappropriate touching, discussing puberty changes and other health promotion activities as well as delivering aspects of the National Curriculum for Wales. Findings – The results from the initial evaluation undertaken with year six students and teachers demonstrates how the resources have impacted on the teaching and learning experiences of primary teachers and students. It also demonstrates how the teacher training sessions and using the Tyfu i Fyny/Growing Up resources have increased teachers’ confidence in delivering SRE. Practical implications – The learning experiences of students and their enjoyment of using the Tyfu i Fyny/Growing Up resources were significantly high. The implementation of teacher training improved teaching practice and increased teachers’ confidence in the subject. The resources have facilitated the delivery of effective whole school comprehensive SRE programmes for primary schools. These factors confirm the value of the investment given to their development. The resources could easily be customised in line with diverse ethnic, cultural, linguistic and religious requirements. Originality/value – This paper demonstrates how the Tyfu i Fyny/Growing Up interactive SRE resources have influenced the teaching and learning experiences of primary school teachers and students.
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Shinta, Lucia Geneviave Bella, Adelia Febriani, and Utami Widiati. "Teacher-Student Relationships at a Kindergarten School as Viewed from Classroom Management Principles." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 6, no. 2 (June 19, 2021): 611–21. http://dx.doi.org/10.31004/obsesi.v6i2.1366.
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Quality classroom management contributes to creating learning environment that allows the realization of various teacher roles. One way to support this is by building good teacher-student relationship. This study aims at describing the relationship between teachers and students at a kindergarten school in Malang and discusses its aspects in relation to classroom management principles. After conducting qualitative research using one-week classroom observation and literature study, this study found that almost all aspects of teacher-student relationship were identified, namely conducting informal conversations with students, paying attention to students’ activities, using physical gestures and movements, implementing positive interaction strategies, providing affirmative reactions to incorrect responses, and exhibiting an assertive connection. The other aspect that was missed was acknowledging students’ different characteristics
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Vélez Rendón, Gloria. "Student or Teacher: The Tensions Faced by a Spanish Language Student Teacher." Colombian Applied Linguistics Journal, no. 5 (April 3, 2011): 7. http://dx.doi.org/10.14483/22487085.179.
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The contradictory realities of student teaching viewed through the student teachers’ eyes have been the focus of attention of some recent publications (Britzman, 1991; Knowles and Cole, 1994; Carel, S.; Stuckey, A.; Spalding, A.;Parish, D.; Vidaurri, L; Dahlstrom, K.; and Rand, Ch., 1996; Weber Mitchell, 1996). Student teachers are “marginally situated in two worlds” they are to educate others while being educated themselves (Britzman, 1991, p. 13). Playing the two roles simultaneously is highly difficult. The contradictions, dilemmas, and tensions inherent in such endeavor make the world of the student teacher increasingly problematic. This is further complicated by the power relationships that often permeate the student teacher cooperating teacher relationship. This paper describes salient aspects of the student teaching journey of Sue, a white twenty-two year old student teacher of Spanish. It uncovers the tensions and dilemmas experienced by the participant in her quest for professional identity. Data collection sources for this study included (a) two open-ended interviews, each lasting approximately forty-five minutes; (b) one school-day long observation; and (c) a copy of the communication journal between the participant and her cooperating teacher. The data revealed that soon upon entering the student teaching field experience, Sue found herself torn by the ambiguous role in which student teachers are positioned: she was neither a full-fledged teacher nor a student. In trying to negotiate a teaching role for herself, Sue was pulled in different directions. She soon became aware of the powerful position of the cooperating teacher and of her vulnerability within the mentoring relationship. The main tension was manifested in Sue’s struggle to develop her own teaching persona on the one hand, and the pressure to conform to her cooperating teachers’ expectations on the other hand. The implications of the study are discussed.
Dissertations / Theses on the topic "Religious aspects of Teacher-student relationships"
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Pereira, Janet Aileen, and n/a. "Aspects of primary education in Samoa : exploring student, parent and teacher perspectives." University of Otago. Department of Anthropology, 2006. http://adt.otago.ac.nz./public/adt-NZDU20061025.141215.
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This thesis is a qualitative study into aspects of primary education in Samoa. Using student, parent and teacher interview material, I investigate local perspectives on why education is important, what children should learn, how children learn, and what constitutes 'good' teaching. I also look at local perspectives on the place of exams and physical discipline. Fieldwork included classroom observations in rural and urban settings. The thesis documents how children approach learning at school, how teachers go about their work, and how teachers and students interact.
This is primarily an ethnographic study and, as such, focuses on local theories and meanings. However, several broader theoretical areas emerge as important. In the thesis I look at: a) the interdependence between different aspects of school (i.e. curriculum, teaching methods, assessment practices, material constraints, etc.); b) the relationship between primary education and the wider society; and c) the increasing impact of globalisation on education. The thesis challenges the belief that patterns of interaction at school undermine primary socialisation. It also challenges the idea that primary education is an alien Western institution. Formal education has been eagerly embraced, co-opted, and reshaped to ensure consistency with local perspectives and practices.
Increasingly, global flows impact on education in Samoa. This has created tensions between educational policy and teaching practice. Education policies are profoundly influenced by Western ideologies and practices. These reflect fundamentally different ways of thinking about children, their relationships with adults, teaching, and learning. By contrast, teaching practices in Samoa are consistent with local beliefs, values and understandings, and the material realities of a small, fiscally constrained Pacific nation. Policy initiatives are often met with inertia and resistance. The thesis raises issues as to the role of education in maintaining the status quo versus education as an agent of change. It also points to the increasingly difficulty task of defining what is a relevant education and how this is best achieved.
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Falātah, Aḥmad Muḥammad Ibrāhīm. "Ādāb al-mutaʻallim fī al-fikr al-tarbawī al-Islāmī." al-Madīnah : Dār al-Mujtamaʻ lil-Nashr wa-al-Tawzīʻ, 1993. http://books.google.com/books?id=4UExAAAAMAAJ.
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Taylor, Ouida O. (Ouida Oswalt). "Student Interpretations of Teacher Verbal Praise in Selected Seventh and Eighth Grade Choral Classes." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278057/.
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This study investigated the effect familiarity with a teacher had on student interpretations of teacher verbal praise in seventh and eighth grade choral ensembles. A stimulus tape was constructed of 16, 30-second videotaped clips containing verbal praise of four teachers. Teachers identified their intent in the use of praise in each example. Students (n = 80) from the four choirs responded to the tape by labeling the praise in each clip as deserved or as one of three types of instructional praise (i.e., praise to encourage, to send a message to other students, or to seek student cooperation). Comparisons were made between choirs in labeling the praise. Comparisons were made also between each teacher's stated purpose in praising and the interpretations of choirs familiar and unfamiliar with the teacher. Choirs who were unfamiliar with the teacher differed from the teachers' own students in interpreting the praise: Students who knew a teacher labeled the praise as deserved in five clips, but unfamiliar choirs thought the praise served an instructional purpose. In four clips, choirs differed in their interpretations of the type of instructional praise. Students familiar with a teacher recognized their teacher's intent in praising in 12 of 16 clips. In some situations, familiarity with a teacher and context made a difference in detecting the teacher's purpose for praising. In five clips where teachers identified the praise as deserved, students unfamiliar with the teacher and context thought the praise was intended to encourage students. Students across choirs were particularly sensitive to a teacher's use of praise to send a message to other students. Students are keen observers of teacher praise. Findings suggest students discriminate between praise directed at the performance and praise used for instructional purposes, suggesting that observation instruments that rely on a single label for praise might miss important information. Findings support the importance of determining how teachers intend praise to serve and how students interpret the behavior.
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Wanzung, Karen Lynn. "An investigation of the effects of teachers' sense of efficacy on teacher motivation for predicting student participation: Do teacher behaviors mediate this relationship?" CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1834.
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This study tested the hypothesis that the combination of teachers' sense of efficacy, and teacher motivation predicts student participatory behavior, and that teacher behaviors mediate this relationship. This study consists of two parts: surveying community college instructors and observing instructors' lectures and student participation.
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Ramirez, Maria Guadalupe. "The effects of Mexican Americans, Chicanos parental involvement on schooling." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2811.
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Bao, Xuehua, and 包雪華. "Who makes the choice?: rethinking the roles of self-determination and relatedness in Chinese children's motivation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B36429417.
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Schnabel, Barbara. "Factors associated with women's decision to leave a male-dominated major and enter a female-dominated major." Thesis, This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-12162009-020306/.
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Vollet, Justin William. "Capturing Peers', Teachers', and Parents' Joint Contributions to Students' Engagement: an Exploration of Models." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3774.
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Building on research that has focused on understanding how peers contribute to students' engagement, this dissertation explores the extent to which peer group influences on students' engagement may add to and be contextualized by qualities of the relationships they maintain with their teachers and their parents. To focus on how each of these adult contexts work in concert with peer groups to jointly contribute to changes in students' engagement, the two studies used data on 366 sixth graders which were collected at two time points during their first year of middle school: Peer groups were identified using socio-cognitive mapping; students reported on teacher and parent involvement; and teachers reported on each students' engagement. In both studies, models of cumulative and contextualized joint effects were examined. Consistent with models of cumulative effects, peer group engagement, parent involvement, and teacher involvement each uniquely predicted changes in students' engagement. Consistent with contextualized models suggesting differential susceptibility, peer group engagement was a more pronounced predictor of changes in engagement for students who experienced relatively low involvement from teachers. Similarly, peer group influences on changes in students' engagement were stronger for students who experienced relatively low involvement from their parents. In both cases, these peer effects were positive or negative depending on the engagement versus disaffection of each student's peer group. Both studies also used person-centered analyses to reveal cumulative and contextualized effects. Most engaged were students who experienced support from either both teachers and peers, or both parents and peers; the lowest levels of engagement were found among those students who affiliated with disaffected peers who also experienced either their teachers or parents as relatively uninvolved. Both high teacher and high parent involvement partially protected students from the motivational costs of affiliating with disaffected peers. Similarly, belonging to engaged peer groups partially buffered students' engagement from the ill effects of low teacher and parent involvement. These findings suggest that, although peer groups and teachers and parents are each important individually, a complete understanding of their contributions to students' engagement requires the examination of their joint effects.
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Cannell-Cordier, Amy Lynn. "The Role of Emotional Support Consistency and Child Risk Factors in Predicting Pre-K Cognitive and Social-Emotional Development." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2366.
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The quality of children's daily experiences in preschool classrooms is predictive of their school readiness and later achievement (Duncan et al., 2007; La Paro & Pianta, 2000). One particularly important aspect of these experiences is the quality of emotional support provided by teachers and peers in the classroom (Hamre & Pianta, 2005; Howes et al., 2008; Mashburn, 2008; National Center on Quality Teaching and Learning, 2012). Traditionally, emotional support quality has been calculated as the average of ratings taken across the school year and is meant to represent children's average daily experience, without regard to any variability which exists within the ratings over time.
The bioecological model of development (Bronfenbrenner & Morris, 1998; 2006) points out the necessity of considering in what ways learning experiences occur over time when drawing links between children's daily lives and later outcomes. In addition, attachment theory (Bowlby, 1973; Ainsworth, 1979) highlights the foundational nature of caregivers' consistency of emotional responses over time in helping young children develop skills and competencies. This study continues a line of research focused on investigating the stability of high-quality interactions as a possible mechanism through which children's optimal cognitive and social-emotional development occurs in preschool classrooms (Curby, Brock, & Hamre, 2013; Curby et al., 2011; Zinsser, Bailey, Curby, Denham, & Bassett, 2013).
The current study examined the role of children's socioeconomic and behavioral risk factors, teachers' mean emotional support, and teachers' emotional support consistency in predicting children's cognitive and social-emotional development in preschool. Children's socioeconomic and behavioral risk factors (socioeconomic status, gender, age, race, ethnicity, English Language Learner status, and self-regulation) negatively predicted both baseline scores and development over the course of the year on the cognitive measures (early math and language and literacy). Low levels of teacher-rated student self-regulation at the beginning of the year significantly negatively predicted baseline scores and development on all academic and social-emotional measures. Contrary to most previous research, teachers' mean emotional support was not found to be a significant contributor to children's development when considered with child risk factors, except in the case of receptive vocabulary. The consistency of teachers' emotional support, however, was predictive of several measures of children's development of academic skills when controlling for child risk factors. A significant interaction between English Language Learner status and emotional support consistency was found in predicting development of expressive vocabulary skills. Multilevel models combining child characteristics, mean emotional support, and emotional support consistency suggest that child risk factors and emotional support consistency predict language and literacy development, above and beyond mean emotional support. Follow-up analyses also suggest that, under conditions of relatively high emotional support, consistency is especially important in predicting children's development of cognitive and social-emotional skills.
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Easley, Arnold Thomas. "The personality traits of wilderness leadership instructors at NOLS: the relationship to perceived instructor effectiveness and the development of self-concept in students." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/54286.
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The objectives of this research were to determine if the personality traits of instructors at the National Outdoor Leadership School were related to instructor effectiveness as perceived by their students, and to determine if instructor effectiveness was related to changes in the self-concept of students who complete a NOLS course.
The research used a pre-treatment/post-treatment· administration of the Tennessee Self-Concept Scale (TSCS) to 355 students in the treatment group, where the treatment was a NOLS course. A control group of 50 students consisted of students scheduled to take a NOLS course. Significant gains in self-concept were found, using ANCOVA analysis procedures, on 7 of the 10 TSCS scales. The only scales not showing significant change were satisfaction, personal self and self-criticism.
Instructor personality traits were determined using the Cattell 16PF self-report instrument and by a post-course evaluation instrument which asked for student attributions of instructor personality on a semantic differential scale. Students also rated the overall effectiveness of each instructor on their course. The student effectiveness ratings for the instructors had significant but low predictive ability when regressed against changes in self-concept.
The objective 16PE personality instrument produced no significant trait differences between instructors who had effectiveness ratings above the median and those with scores below the median. The 16PF factors, as independent variables, showed significant but low predictive ability on the dependent effectiveness scores.
The student-rated personality traits, however, produced very different profiles between high effectiveness instructors and lower effectiveness instructors. The student attributions of instructor personality traits produced an R² of .513 when regressed against effectiveness ratings.
The major conclusions from the research were that changes in self-concept do occur as a result of a wilderness skills oriented NOLS course and secondly, that students were able to discriminate instructor effectiveness on the basis of the personality-based teaching behaviors of NOLS instructors.
Recommendations for extension of this research .are presented as well as suggestions for research on broader issues of wilderness education and wilderness values.Ph. D.
Books on the topic "Religious aspects of Teacher-student relationships"
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Relating to a spiritual teacher: Building a healthy relationship. Ithaca, N.Y: Snow Lion Publications, 2000.
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Kwang-dŏk, Ko, ed. Kwangdŏk Sŭnim sibong ilgi. Kyŏnggi-do Ansŏngsi: Dopiansa, 1999.
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Dangerous friend : the teacher-student relationship in Vajrayana Buddhism. Boston ; London: Shambhala, 2001.
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Blo-gros-mthaʼ-yas, Koṅ-sprul. The teacher-student relationship: A translation of the explanation of the master and student relationship, how to follow the master, and how to teach and listen to the dharma. Ithaca, N.Y: Snow Lion Publications, 1999.
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Zopa, Thubten. The heart of the path: Seeing the guru as Buddha. Boston: Lama Yeshe Wisdom Archive, 2009.
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Gareth, Sparham, ed. The fulfillment of all hopes: Guru devotion in Tibetan Buddhism. Boston: Wisdom, 1999.
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Teaching is like-- peeling back eggshells. Mystic, CT: Twenty-Third Publications, 1994.
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Guru devotion and the American Buddhist experience. Lewiston, N.Y: Edwin Mellen Press, 2002.
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Renger, Almut-Barbara. Meister und Schüler in Geschichte und Gegenwart: Von Religionen der Antike bis zur modernen Esoterik. Göttingen: V&R unipress, 2012.
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Li xiang de xian du: Xue xiao jiao yu de xian shi jian gou. Beijing: Beijing shi fan da xue chu ban she, 2003.
Find full textBook chapters on the topic "Religious aspects of Teacher-student relationships"
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Brummernhenrich, Benjamin, Michael J. Baker, Lucas M. Bietti, Françoise Détienne, and Regina Jucks. "Being (Un)safe Together: Student Group Dynamics, Facework and Argumentation." In Dialogue for Intercultural Understanding, 119–34. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71778-0_9.
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AbstractSmall group work offers the opportunity for students to engage in many-sided discussions. Students can learn how to argue standpoints and develop argumentative competence (i.e. learning to argue) but may also, by using argumentative structures, learn about and tease apart relevant facets of the topic at hand (i.e. arguing to learn). Although these processes can be beneficial for both arguing to learn as well as learning to argue, their success is predicated on the characteristics of the group enacting them. Discussions happen in a social, interpersonal context. Especially in small group collaborative learning, the social relationships between students should have a stronger and more direct impact on the form and content of their contributions than in more direct, teacher-led instruction. In this chapter, we will seek to specify the relations between cognitive and social aspects of collaborative argumentation and illustrate them with an example from the DIALLS lesson recordings.
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Mamun, Shamsul Arifeen Khan, P. A. Danaher, and Mohammad Mafizur Rahman. "University Teachers' Interactions with Their Online Students at an Australian University." In Handbook of Research on Advancing Critical Thinking in Higher Education, 142–69. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8411-9.ch007.
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This chapter focuses on teacher-student interactions in the context of the use of digital technologies for online teaching and learning in an Australian university using thematic analysis and focus group discussion data. Cotemporary scholars agree that the factors influencing teacher–student interactions in online environments are diverse and multiple and are framed by a complex set of historically grounded and socially mediated forces. One potentially fruitful way to interrogate these factors and forces is to draw on aspects of affordance theory, by examining the kinds of relationships that are (and are not) afforded by particular digital technologies in those online environments. More broadly, affordance theory emerges as a useful conceptual lens for understanding the influences on and the impacts of teacher–student interactions using digital technologies in online environments. Those influences and impacts in turn are crucial to (re-)visioning digital futures in the context of students' learning outcomes in tertiary education, and to advancing critical thinking in higher education.
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Herzberger, Radhika. "Values and the Culture of Schools." In J. Krishnamurti and Educational Practice, 68–97. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199487806.003.0003.
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This expository essay describes various facets of translating J. Krishnamurti’s educational thought into an institutional setting at Rishi Valley School. Krishnamurti’s is a spiritual philosophy embedded in a transcendental vision; schools are secular institutions located in particular space and time; the former occupies a religious space, the latter address secular issues. How is the gap bridged? And, is there an interface between the secular and the spiritual in Krishnamutri’s thought? These questions form the core of the exposition. The chapter examines the values derived from the founder’s thought embedded in the school’s curricula, the norms that guide student-teacher relationships, and the shape of its outreach programmes in the areas of conservation, health and rural education.