Auswahl der wissenschaftlichen Literatur zum Thema „Tufts College School of Religion“
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Zeitschriftenartikel zum Thema "Tufts College School of Religion"
Kynell, Teresa. „English as an Engineering Tool: Samuel Chandler Earle and the Tufts Experiment“. Journal of Technical Writing and Communication 25, Nr. 1 (Januar 1995): 85–92. http://dx.doi.org/10.2190/7l28-aqt3-pvu7-tyc5.
Der volle Inhalt der QuelleAnthony, Francis-Vincent. „Religion, Ecology and Human Flourishing“. Journal of Empirical Theology 36, Nr. 1 (03.11.2023): 20–44. http://dx.doi.org/10.1163/15709256-20231141.
Der volle Inhalt der QuelleSheret, Larry. „Theology & Religion“. Charleston Advisor 23, Nr. 2 (01.10.2021): 50–53. http://dx.doi.org/10.5260/chara.23.2.50.
Der volle Inhalt der QuelleB. Carreon, Erine Raeane. „Understanding College Students’ Perspectives on Religion Classes and Importance of Edukasyon sa Pagpapakatao Classes to the Philippine Public School Curriculum“. Asian Journal of Education and Social Studies 50, Nr. 7 (28.06.2024): 494–504. http://dx.doi.org/10.9734/ajess/2024/v50i71479.
Der volle Inhalt der QuelleGage, Cynthia Reifsteck. „Grappling With Gender, Religion, and Higher Education in the South: Mary Sharp College from Its Founding Through the Civil War“. Journal of Curriculum Studies Research 4, Nr. 1 (18.02.2022): 31–42. http://dx.doi.org/10.46303/jcsr.2022.4.
Der volle Inhalt der QuelleAndersen, Kirsten M., und Lakshmi Sigurdsson. „Praksisnær viden og refleksion over religion og dannelse“. Tidsskrift for Professionsstudier 15, Nr. 29 (21.10.2019): 54–61. http://dx.doi.org/10.7146/tfp.v15i29.116406.
Der volle Inhalt der QuelleWolcott, Barbara. „Role Models Needed“. Mechanical Engineering 123, Nr. 04 (01.04.2001): 46–51. http://dx.doi.org/10.1115/1.2001-apr-1.
Der volle Inhalt der QuelleWalker, Andrea C., John D. Hathcoat und Illene C. Noppe. „College Student Bereavement Experience in a Christian University“. OMEGA - Journal of Death and Dying 64, Nr. 3 (Mai 2012): 241–59. http://dx.doi.org/10.2190/om.64.3.d.
Der volle Inhalt der QuellePogorzała, Ewa. „Jewish schools in Lodz in the late 1940s.“ Facta Simonidis 5, Nr. 1 (31.12.2012): 165–76. http://dx.doi.org/10.56583/fs.258.
Der volle Inhalt der QuellePlacher, William C. „Preaching the Gospel in Academy and Society“. Theology Today 49, Nr. 1 (April 1992): 5–20. http://dx.doi.org/10.1177/004057369204900102.
Der volle Inhalt der QuelleDissertationen zum Thema "Tufts College School of Religion"
King, Deena. „Alcohol Use and Religiosity Among College Students“. BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/938.
Der volle Inhalt der QuelleLeary, Judith A. „Funding Faithful Felons: A Phenomenological Analysis of the Higher Education Transitions of Ex-Offender Scholarship Recipients“. Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1435679528.
Der volle Inhalt der QuelleLewis, Elizabeth Faith. „Peter Guthrie Tait : new insights into aspects of his life and work : and associated topics in the history of mathematics“. Thesis, University of St Andrews, 2015. http://hdl.handle.net/10023/6330.
Der volle Inhalt der QuelleMasango, Jefrey. „The applicability of the phenomenological method to the teaching and learning of religious and moral education in tertiary primary teacher education institutions in Zimbabwe : a case study of Mkoba Teachers College“. Diss., 2019. http://hdl.handle.net/10500/26746.
Der volle Inhalt der QuelleThis research is a case study conducted at Mkoba Teachers’ College from 2017 to 2019 which aimed at establishing the applicability of the phenomenological method to the teaching and learning of Religious and Moral Education (RME) in Tertiary Primary Teacher Education institutions in Zimbabwe. The majority of the student teachers were Christians and had a negative attitude towards African Indigenous Religions (A.I.Rs). They also showed little knowledge of concepts in African Religions yet the old and new syllabus in RME and Family, Religion and Moral Education (FAREME) respectively required them to use the multi-faith approach and to view all religions they may encounter in the classroom with equal importance. This research sought to determine the extent to which the phenomenological method can change the student teachers’ negative attitude to/ and increase their knowledge of A.I.Rs, thus preparing them for the task of religious education in future. In the theoretical framework, the researcher discussed the concept of Religious Education (R.E) and reviewed related literature on approaches to R.E, the history of R.E in pre-colonial and post-colonial periods in Zimbabwe and recent researches in R.E in order to gain insights on historical developments and current trends in the field of R.E. The researcher selected ten (10) participants who belonged to various Christian denominations using the purposive sampling strategy. Qualitative methods of generating data used were unstructured interviews, field work, both participant and non participant observation, and focus group discussion. After field work, participants applied the phenomenological method to the bira ceremony and discussed religious artifacts encountered during field work. On the whole, the phenomenological method increased the participants’ knowledge of A.I.Rs and significantly changed their attitude towards it. Despite the participants’ strong Christian background, they were able to separate the demands of their commitment to personal faith and the requirements of the phenomenological method. The study makes some recommendations,some of which are the use of the phenomenological method together with the multi-faith and comparative religion approaches in the College R.M.E curriculum.
Religious Studies and Arabic
M.A. (Religious Studies)
Mondésir, Lindbergh. „Une culture du pluralisme religieux chez les jeunes au Collège Saint-Viateur de Ouagadougou comme prophylaxie contre l’intégrisme religieux au Burkina Faso“. Thèse, 2013. http://hdl.handle.net/1866/10373.
Der volle Inhalt der QuelleSaint-Viator College at Ouagadougou in Burkina Faso (West Africa) is a Catholic school, the mission of which is to evangelize the youth that attend it, while assuring them a Christian education of quality. Besides the Catholics, many of the students are Muslims, Protestants or Animists. There is therefore a religious diversity among the educational community. Since this situation has been accepted and recognized as such, we may very well speak of religious pluralism. In such a context, one must really wonder if it is always pertinent to want to evangelize the young Catholics as well as the students belonging to the other religions, or must we simply educate them to become better human beings in their own religion. This question leads us to an adventure of five chapters corresponding to the five stages of pastoral praxeology. The first chapter depicts the educational community of Saint-Viator College, in the pluralistic context of Burkina Faso, and demonstrates the strengths and weaknesses of the manner by which religious diversity is managed. The second chapter poses the problem of the relevance of the evangelization of youth of different religions, by ensuring their Christian education. The third chapter illustrates a hermeneutic of the act of evangelizing youth, taking into account the positive theological perspective of religious pluralism, in relation to the Church’s magisterium regarding Christian education of youth. The fourth chapter puts forth four proposals so that the evangelization of youth, in this context of religious pluralism, may take on the meaning of an integral education that draws the youth to becoming better human beings in their own faith. Finally, the fifth chapter expresses the hopes and beneficial effects of a culture of religious pluralism among the youth at Saint-Viator College of Ouagadougou. This culture would constitute simultaneously an evangelical prophylaxis against religious fundamentalism/integrism within the educational community and within the society of Burkina Faso.
Bücher zum Thema "Tufts College School of Religion"
Byers, David P. College-prep homeschooling: Your complete guide to homeschooling through high school. Denver, Colo: Mapletree Pub. Co., 2008.
Den vollen Inhalt der Quelle findenJerilee, Grandy, Hrsg. The image of ministry: Attitudes of young adults toward organized religion and religious professions. Princeton, NJ: Educational Testing Service, 1994.
Den vollen Inhalt der Quelle findenIchilov, Orit. Between state and church: Life-history of a French-Catholic school in Jaffa. Frankfurt am Main: P. Lang, 1996.
Den vollen Inhalt der Quelle findenThe making of a Reform Jewish cantor: Musical authority, cultural investment. Bloomington: Indiana University Press, 2009.
Den vollen Inhalt der Quelle findenUkrainian drama and theater in the seventeenth and eighteenth centuries. Toronto: Canadian Institute of Ukrainian Studies Press, 2008.
Den vollen Inhalt der Quelle findenPat, Williams. Play to win (for guys): Strategies for success in the game of life. Grand Rapids, MI: Baker, 2003.
Den vollen Inhalt der Quelle findenFife, Brian L. School desegregation in the twenty-first century: The focus must change. Lewiston, N.Y: E. Mellen Press, 1997.
Den vollen Inhalt der Quelle findenGreen, Cary J. Success Skills for High School, College, and Career (Christian Edition), Revised. Skills 4 Students, LLC, 2020.
Den vollen Inhalt der Quelle findenGray, Asa. Natural Science And Religion: Two Lectures Delivered To The Theological School Of Yale College. Kessinger Publishing, LLC, 2007.
Den vollen Inhalt der Quelle findenGray, Asa. Natural Science And Religion: Two Lectures Delivered To The Theological School Of Yale College. Kessinger Publishing, LLC, 2007.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Tufts College School of Religion"
Freeland, Richard M. „Evolution of the College-centered University: Tufts and Brandeis, 1945–1970“. In Academia's Golden Age. Oxford University Press, 1992. http://dx.doi.org/10.1093/oso/9780195054644.003.0011.
Der volle Inhalt der Quelle„Maria A. Oquendo“. In Psychiatrists on Psychiatry, herausgegeben von Dinesh Bhugra, Mariana Pinto Da Costa, Hussien El-Kholy und Antnio Ventriglio, 159—C17P69. Oxford University PressOxford, 2023. http://dx.doi.org/10.1093/med/9780198853954.003.0018.
Der volle Inhalt der QuelleDavis, Christina P. „School Segregation and Language-Based Ethnic Divisions“. In The Struggle for a Multilingual Future, 24–48. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190947484.003.0002.
Der volle Inhalt der QuelleGlennon, Fred. „Religion and Healing for Physician’s Assistants“. In Teaching Religion and Healing, 293–306. Oxford University PressNew York, NY, 2006. http://dx.doi.org/10.1093/oso/9780195176438.003.0019.
Der volle Inhalt der QuelleFinkler, Kaja. „Teaching Religion and Healing at a Southern University“. In Teaching Religion and Healing, 47–58. Oxford University PressNew York, NY, 2006. http://dx.doi.org/10.1093/oso/9780195176438.003.0003.
Der volle Inhalt der QuelleMyerson, Joel. „Ralph Waldo Emerson, “Divinity School Address” (1838)“. In Transcendentalism, 230–45. Oxford University PressNew York, NY, 2000. http://dx.doi.org/10.1093/oso/9780195122121.003.0016.
Der volle Inhalt der QuelleCanady, Andrew McNeill. „Professionalizing the Southern YMCA“. In Willis Duke Weatherford. University Press of Kentucky, 2016. http://dx.doi.org/10.5810/kentucky/9780813168159.003.0005.
Der volle Inhalt der QuelleRichards, Joan L. „The Road to Unitarianism“. In Generations of Reason, 60–72. Yale University Press, 2021. http://dx.doi.org/10.12987/yale/9780300255492.003.0005.
Der volle Inhalt der QuelleAnderson, Robert. „Paul Wood (ed.), Thomas Reid and the University (Edinburgh: University Press, 2021) ISBN 978–0–7486–1712–8“. In History of Universities: Volume XXXV / 2, 202—C8.P9. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192884220.003.0008.
Der volle Inhalt der QuelleEllis, Michael. „Stages of Grief, Spirituality, and Religion“. In Caring for Autism. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190259358.003.0015.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Tufts College School of Religion"
Southwell, Brian G., Andrea Anderson, Anne Berry, Kamilah Weems und Lisa Howley, Hrsg. Equipping Health Professions Educators to Better Address Medical Misinformation. RTI Press, März 2023. http://dx.doi.org/10.3768/rtipress.2023.op.0086.2303.
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