Academic literature on the topic 'Degree Discipline: Religious Studies'
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Journal articles on the topic "Degree Discipline: Religious Studies"
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SCHMIDT, LEIGH ERIC. "PORTENTS OF A DISCIPLINE: THE STUDY OF RELIGION BEFORE RELIGIOUS STUDIES." Modern Intellectual History 11, no. 1 (March 5, 2014): 211–20. http://dx.doi.org/10.1017/s1479244313000395.
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Academic disciplines, including departments of history, emerged slowly and unevenly in the second half of the nineteenth century. Professional societies, including the American Historical Association (AHA) at its founding in 1884, were generally tiny organizations, a few would-be specialists collecting together to stake a claim on a distinct scholarly identity. Fields of study were necessarily fluid—interdisciplinary because they remained, to a large degree, predisciplinary. As fields went, the study of religion appeared especially amorphous; it was spread out across philology, history, classics, folklore, anthropology, archaeology, psychology, sociology, and oriental studies. Adding to the complexity more than simplifying it was the persisting claim that the study of religion belonged specifically (if not exclusively) to theology and hence to seminaries and divinity schools. Elizabeth A. Clark'sFounding the Fathersilluminates the importance of Protestant theological institutions in shaping the study of religion in nineteenth-century America, suggesting, in particular, how well-trained church historians pointed the way toward disciplinary consolidation and specialization. Marjorie Wheeler-Barclay'sScience of Religion, by contrast, explores the leading British intellectuals responsible for extending the study of religion across a broad swath of the new human sciences. Together these two books offer an excellent opportunity to reflect on what religion looked like as a learned object of inquiry before religious studies fully crystallized as an academic discipline in the middle third of the twentieth century. Clark opens the introduction to her book with an epigraph from Hayden White: “The question is, What is involved in the transformation of a field of studies into a discipline?” (1). What indeed?
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Marín, César, and Guillermo DʾElía. "EFFECT OF ACADEMIC DEGREE AND DISCIPLINE ON RELIGIOUS BELIEFS AND EVOLUTION ACCEPTANCE: SURVEY AT A CHILEAN UNIVERSITY." Zygon® 51, no. 2 (May 5, 2016): 277–92. http://dx.doi.org/10.1111/zygo.12258.
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Berlinerblau, Jacques. ""POOR BIRD, NOT KNOWING WHICH WAY TO FLY": BIBLICAL SCHOLARSHIP'S MARGINALITY, SECULAR HUMANISM, AND THE LAUDABLE OCCIDENT." Biblical Interpretation 10, no. 3 (2002): 267–304. http://dx.doi.org/10.1163/156851502760226275.
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AbstractWith the possible exception of Old Testament scholars, who reads Old Testament scholarship today? Not other scholars in the humanities or social sciences. Not the oft-discussed "cultivated lay person." Not the average Jewish/Christian Homo Religiosus, nor the various representatives of those religious orthodoxies for whom the Hebrew Bible/Old Testament stands as a foundational text. What, then, accounts for the marginality of a discipline whose object of scrutiny is, most likely, the most widely read text in the history of the species and one of the taproots of humanistic inquiry? This essay presents one possible set of answers to this question. It is argued that the marginality of Old Testament research is - whether rightly or wrongly - a dividend of its intellectual strangeness, its epistemological difference from both the academy and the Church. As for the academy, it is suggested that the ideation (i.e., the not-necessarily conscious manner in which a community of researchers thinks the world) of our field distinguishes us sharply from all others within the comity of (secular) academic disciplines. It is contended that the intellectual foundations of modern Old Testament research comprise something of an epistemological hybrid. Its practitioners have, somehow, managed to combine a modern, secularizing, rational ethic with the fundamental conviction that an existing God is a legitimate analytical variable. Having been expelled from the ideation of nearly every other academic discipline, the latter conviction renders biblical scholarship anomalous in the contemporary university. As for the Church, it is this same hybrid ethic which creates a certain degree of tension between rationalizing biblical researchers on the one hand, and pious laypeople and orthodoxies on the other. Yet as singular and marginal as it may be, biblical scholarship makes a crucial, albeit unintended, contribution to the world: the existence of an authoritative body of religious intellectuals who are at peace with the notion that sacred scriptures are inspired but not infallible has served to safeguard the modern Occident from some of the more deleterious tendencies of organized religion.
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Meyer, Christian. "The Emergence of “Religious Studies” (zongjiaoxue) in Late Imperial and Republican China, 1890–1949." Numen 62, no. 1 (December 12, 2015): 40–75. http://dx.doi.org/10.1163/15685276-12341355.
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This article contextualizes the rise of “early religious studies in China” with its apex in the 1920s within the heated debates on the role of religion in a modern Chinese society. While the most recent development of religious studies (zongjiaoxue) in China (including Mainland China, Hong Kong, and Taiwan) is well known, its early emergence in the late Qing and Republican periods (ca. 1890–1949) has been a neglected topic. The author demonstrates first how antagonistic anti-religious and affirmative positions, received from Western modernization discourse and informed by the contested character of the concept of religion itself, led to the emergence of this new discipline in Republican China as a product of broader discourses on modernization. Secondly, the article evaluates the limited institutionalization of religious studies as a distinct “full” discipline in relation to the broader interdisciplinary “field” of research and public debates on religion. While the interdisciplinary character is typical of the field in general (also in the West), the limited degree of “full disciplinarity” depended on specific, local discursive and political factors of its time. As “religion” appears as an important modern discourse in East Asia, the early emergence of religious studies in China thereby reflects social, political, and intellectual transitions from Imperial to Republican China, and offers a unique perspective on Asian discourses on religious and secular modernities.
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Caiger, B. J. "Doctrine and Discipline in the Church of Jean Gerson." Journal of Ecclesiastical History 41, no. 3 (July 1990): 389–407. http://dx.doi.org/10.1017/s0022046900075205.
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The problem of ascertaining by what means and what authority true teachings may be distinguished from false is fundamental to any ecclesiology, since the ecclesiastical community is based, above all, on commonly accepted doctrine. It is a community whose limits are defined — and the parameters within which it operates set — by the body of teachings which is accepted within it as true. Thus, the fundamental practical question which any ecclesiology must address becomes, in effect, who has authority to determine what is taught and what is not; and the answer reveals the main thrust ofthat ecclesiology. In broad terms, two principal, and often conflicting, emphases may be noted: on the community of Christian pilgrims (whom any structure exists to serve), and on the formal ecclesiastical structure (within which the faithful may find security). Pastorally, these emphases are associated to some degree with two different assumptions: either that the believer gains confidence in the institution because of the truth that is taught in it, or that a teaching will be received with confidence by believers ior he reason that it is taught within the institution. In the second case, the pursuit of truth may be subordinated to the support of the expedient.
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XIUQING, LONG. "Developing a Discipline: The Recent Study of Western Church History in the People's Republic of China." Journal of Ecclesiastical History 56, no. 3 (July 2005): 514–28. http://dx.doi.org/10.1017/s0022046905004318.
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The growth in the study of church history in China is one outcome of Deng Xiaoping's policy of ‘reform and opening’, as well as a result of increasing exchanges of scholars and ideas between China and the west during recent years. Since the 1980s Chinese scholars have to a great degree abandoned the Marxist interpretative framework, and gradually developed their own interpretations and methodologies for the study of church history. In consequence, academic studies in the 1990s displayed a fair, honest and objective character which marked the process of maturation in the development of church history as a discipline. In this process Professor Yu Ke played an important role, of inheriting the past and ushering in the future as the real founder of the discipline in China.
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Oksamityna, Kseniya. "Progressing Fragmentation of Political Science." Politikon: The IAPSS Journal of Political Science 15, no. 1 (April 30, 2009): 70–85. http://dx.doi.org/10.22151/politikon.15.1.4.
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While state has traditionally been the sole (or at least primary) unit of analysis in International Relations, scholars are increasingly recognizing non-state entities, such as interstate organizations, multinational companies, terrorist cells, religious institutions, non-governmental organizations, epistemic communities, and transnational advocacy networks as actors in international politics. A natural question arises: is International Relations, as a discipline, capable of conceptualizing and explicating complex webs of relations among a myriad of actors, or is mapping a new field of enquiry required? Transnational Studies, offered at various degree levels at several universities, positions itself as a sub-filed within Humanities, mainly preoccupied with historical, social, cultural and linguistic aspects of cross-border interactions. Global Studies seems to reconcile International Relations and Transnational Studies. However, Global Studies, as a discipline, is only in the making; its emergence is surrounded by healthy skepticism.
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Zablocki, Benjamin. "THE BLACKLISTING OF A CONCEPT: THE STRANGE HISTORY OF THE BRAINWASHING CONJECTURE IN THE SOCIOLOGY OF RELIGION**." Nova Religio 1, no. 1 (October 1, 1997): 96–121. http://dx.doi.org/10.1525/nr.1997.1.1.96.
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ABSTRACT: This is the first part of a two-part article on the concept of brainwashing in the study of new religious movements (NRMs). The use of this term has become so emotionally charged that scholars find it difficult to discuss its merits and scientific utility with calmness and objectivity. I devote Part One of this article to an examination of the cultural and structural sources of an extreme polarization that has occurred among scholars of new religious movements. I argue that a majority faction within the discipline has acted with a fair degree of success to block attempts to give the concept of brainwashing a fair scientific trial. This campaign has resulted in a distortion of the original meaning of the concept so that it is generally looked at as having to do with manipulation in recruitment of new members to religious groups. Its historically consistent use, on the contrary, should be in connection with the manipulation of exit costs for veteran members. In Part Two of this paper (to be published in a later issue of this journal), I go on to examine the epistemological status of the brainwashing concept and compare theories based on brainwashing to alternative theories accounting for patterns of switching out of new religious movements.
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Keskin, Zuleyha, and Mehmet Ozalp. "Islamic Studies in Australia’s Universities." Religions 12, no. 2 (February 1, 2021): 99. http://dx.doi.org/10.3390/rel12020099.
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Islamic studies is an in-demand discipline area in Australia, including both classical Islamic studies and contemporary Islamic studies. While the field of classical Islamic studies has evolved over the centuries alongside the needs of the societies it serves, it has, nevertheless, remained within a well-established Islamic framework. This type of knowledge is sought by many, especially Muslims. Contemporary Islamic studies also plays a critical role in understanding Islam and Muslims in the contemporary context. The higher education sector in Australia contributes to this knowledge base via the Islamic studies courses it offers. This article discusses the positioning of the higher education sector in fulfilling Islamic educational needs, especially in the presence of other non-accredited education institutions such as mosques and madrasas. Despite the presence of other educational institutions, the higher educational sector appeals to a large pool of students, as evidenced by the number of Islamic studies courses offered by fourteen Australian universities. The teaching of classical Islamic studies in the higher education sector is not without its challenges. These challenges can be overcome and have been overcome to a large degree by the Centre for Islamic Studies and Civilisation (CISAC), Charles Sturt University (CSU). CISAC was used as a case study, as it is the largest Islamic studies department offering the greatest number of classical Islamic studies focused courses with the highest number of Islamic studies students in Australia. This article, overall, demonstrates that there is an ongoing need for Islamic studies to be taught, both in a classical and contemporary capacity, in the higher education sector.
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Akram, Muhammad. "The Study of Religions in Premodern Muslim Civilization: Some Distinctions Concerning Its Disciplinary Status." Religions 12, no. 2 (January 31, 2021): 96. http://dx.doi.org/10.3390/rel12020096.
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Scholars have made contesting claims about the nature and scale of works on religions by Muslim scholars before modern times. The present paper explores various primary and secondary sources, especially the classical bibliographical indexes that the scholarly tradition under scrutiny itself produced, and classifies these works into three types: (a) polemics, (b) works that present authentic knowledge about various faith traditions or introduce methodological novelties but carry some degree of apologetic undertone, and (c) descriptive writings on religions which resemble the modern-day academic study of religion. Based on these distinctions and an assessment of the number of works in each type, the paper maintains that a sprouting tradition of descriptive studies of religions existed in the pre-modern Muslim societies, which introduced certain methodical novelties such as comparative method, historiography, and, last but not least, textual criticism, which seems to have heralded the modern biblical studies in some respects. However, this tradition could not mature into a full-fledged discipline at par with many other branches of knowledge that flourished in the heyday of Muslim civilization. These findings imply that the descriptive study of religions other than one’s own is not necessarily a modern Western phenomenon. It can take root in multiple cultural settings.
Dissertations / Theses on the topic "Degree Discipline: Religious Studies"
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Håkansson, Mattias. "Disciplin och välstånd : En studie om social status och kyrkotukt i Gävle missionsförsamling år 1879–1897." Thesis, Högskolan i Gävle, Religionsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-26058.
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Church discipline had an upswing in the 19th century in conjunction with the progression of the Free Church movement in Sweden. Harder and enhanced discipline was advocated, especially within the newly created Missionary joinder. This extended discipline also gives more space to explore and study, where demand has been made for a merger to see any differences in discipline, between the social layers of society. Few studies have been made that go into the depths of church discipline and social classification, not least within the Gävle Missionary Assembly. The purpose of this study is to give an overview of the church discipline in the Gävle Missionary Assembly and map out the frequency and design over an 18-year period between 1879 to 1897. As part of the survey, a categorization of the disciplined members social status, gender, age and form of punishment has been compiled. This is done to answer the question of possible correlation between the church discipline and the wealth of its members; this has been done by combining methods used by social and disciplinary classification studies. The sources used to answer these questions were original church texts, ledgers, and protocol minutes. To help explain the relationships studied between the assembly and its members, Michel Foucault's theory of disciplinary power is used. The result shows that younger women in the lower working class were the most represented in the discipline, followed by middle-aged men belonging to the working class. An extremely weak representation can be found in the higher social layers. There were only a few cases of discipline due to sin or the like. Most disciplined people in the higher layers left by their own choice. The study also shows that people belonging to the higher layers paid 17 times more in annual fees than the average payment of a working woman / man did. Women were also often indebted with residual contributions from previous years payments. Based on the responses found, the data show that a link does exist; although underlying corrections and internal conflicts cannot be addressed in this study. Disciplinary dissemination of social layers does not correspond to the social classification of the congregation as a whole.
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Rodriguez, Denise, and Allen Kay Sackett. "Attitudes and practices of corporal punishment with ethnicity and religiosity as predictive variables." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2040.
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Arendonk, Ruth van. "Consumer cannibalism : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Arts in Religious Studies /." ResearchArchive@Victoria e-Thesis, 2008. http://hdl.handle.net/10063/848.
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Gould, Melissa Leonie. "Religion sells a discourse analysis of the use of religious references in television commercial campaigns that sell non-religious products : a dissertation submitted to Auckland University of Technology in partial fulfilment of the degree of Bachelor of Communication Studies (Honours), 2008 /." Dissertation Abstract, 2008. http://puka2.aut.ac.nz/ait/Dissertations/GouldM.pdf.
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Dissertation (BCS (Hons)--Communication Studies) -- AUT University, 2008.Includes bibliographical references. Also held in print (v, 67 leaves : ill. ; 30 cm.) in City Campus Theses Collection (T 659.104582 GOU)
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Madgeskind, Sharon Mary. "Motivation for change in the discipline of children : a thesis presented in partial fulfilment of the requirements for the degree of Master of Social Work, Massey University, Auckland, New Zealand." 2009. http://hdl.handle.net/10179/1333.
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Since becoming the first English speaking country to legislate against the physical discipline of children in 2007, there has been much debate in New Zealand for and against the parental practice of smacking. For some it has meant a welcome amendment to legislation that protects the human rights of children, for others it raises fears that parents can be criminalised for smacking their children and that the rights of parents to discipline their child, as they see fit, are being eroded. Working for an organisation that fully supports the Amendment to Section 59 of the Crimes Act, 1961 and that promotes the human rights of children; the motivating factors that encourage a parent to stop the practice of physically disciplining their child became of interest to the researcher for this thesis. Ten participants, who had used physical discipline and who had made a decision to stop the practice, were recruited to take part in a qualitative study. The data collected was analysed through a thematic analysis process using five motivational contexts found in previous research on the topic. The five contexts were experiential, relational, biographical, regulatory and ideological (Davis, 1999). The findings of the research for this thesis concur with the previous research and add further information about the motivating factors. The findings also identify the strategies that parents have found useful to achieve success in their endeavour to change their disciplinary practice. Furthermore the importance of and the distinction between the human rights of the child and parental rights have been highlighted.
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Steel, Charlotte. "The problem of landscape : a thesis submitted in fulfilment of the requirements for the degree of Master of Arts in Religious Studies in the University of Canterbury /." 2009. http://hdl.handle.net/10092/3396.
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Rowe, T. S. "A critical project : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in Philosophy, Department of Philosophy and Religious Studies, University of Canterbury /." 2008. http://hdl.handle.net/10092/1850.
Full textBooks on the topic "Degree Discipline: Religious Studies"
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Religious studies: The making of a discipline. Minneapolis: Fortress Press, 1995.
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Reinventing religious studies: Key writings in the history of a discipline. Durham, UK: Acumen, 2013.
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Monastic discipline: Vinaya and Orthodox monasticism : an attempt at comparison. Chiang Mai: Knowledge Center, 2002.
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The Catholic parish: Institutional discipline, tribal identity, and religious development in the English Church. London: Sheed & Ward, 1996.
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Press, Modoc, ed. Guide to schools and departments of religion and seminaries in the United States and Canada: Degree programs in religious studies. New York: Macmillan, 1987.
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Schilling, Timothy Peter. Conflict in the Catholic hierarchy: A study of coping strategies in the Hunthausen affair, with preferential attention to discursive strategies = Conflicten binnen de Katholieke hiërarchie : een studie naar strategieën in het hanteren van de kwestie Hunthausen, met bijzondere aandacht voor discursieve strategieën : (met een samenvatting in het Nederlands). Utrecht, the Netherlands: Printed by Labor Grafimedia BV, 2002.
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Ferry, James. In the courts of the Lord: A gay minister's story. Toronto: Key Porter Books, 1993.
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1898-, Wasson R. Gordon, ed. Persephone's quest: Entheogens and the origins of religion. New Haven: Yale University Press, 1986.
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Ferry, James. In the courts of the Lord: A gay minister's story. Toronto: Key Porter Books, 1993.
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In the courts of the Lord: A gay priest's story. New York: Crossroad, 1994.
Find full textBook chapters on the topic "Degree Discipline: Religious Studies"
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Longstaffe, Stephen. "Employability and the English Literature Degree." In English Studies: The State of the Discipline, Past, Present, and Future, 83–99. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137478054_7.
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Haugan, Gørill, and Jessie Dezutter. "Meaning-in-Life: A Vital Salutogenic Resource for Health." In Health Promotion in Health Care – Vital Theories and Research, 85–101. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63135-2_8.
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AbstractBased on evidence and theory, we state that facilitating and supporting people’s meaning-making processes are health promoting. Hence, meaning-in-life is a salutogenic concept.Authors from various disciplines such as nursing, medicine, psychology, philosophy, religion, and arts argue that the human search for meaning is a primary force in life and one of the most fundamental challenges an individual faces. Research demonstrates that meaning is of great importance for mental as well as physical well-being and crucial for health and quality of life. Studies have shown significant correlations between meaning-in-life and physical health measured by lower mortality for all causes of death; meaning is correlated with less cardiovascular disease, less hypertension, better immune function, less depression, and better coping and recovery from illness. Studies have shown that cancer patients who experience a high degree of meaning have a greater ability to tolerate bodily ailments than those who do not find meaning-in-life. Those who, despite pain and fatigue, experience meaning report better quality-of-life than those with low meaning. Hence, if the individual finds meaning despite illness, ailments, and imminent death, well-being, health, and quality-of-life will increase in the current situation. However, when affected by illness and reduced functionality, finding meaning-in-life might prove more difficult. A will to search for meaning is required, as well as health professionals who help patients and their families not only to cope with illness and suffering but also to find meaning amid these experiences. Accordingly, meaning-in-life is considered a vital salutogenic resource and concept.The psychiatrist Viktor Emil Frankl’s theory of “Will to Meaning” forms the basis for modern health science research on meaning; Frankl’s premise was that man has enough to live by, but too little to live for. According to Frankl, logotherapy ventures into the spiritual dimension of human life. The Greek word “logos” means not only meaning but also spirit. However, Frankl highlighted that in a logotherapeutic context, spirituality is not primarily about religiosity—although religiosity can be a part of it—but refers to a specific human dimension that makes us human. Frankl based his theory on three concepts: meaning, freedom to choose and suffering, stating that the latter has no point. People should not look for an inherent meaning in the negative events happening to them, or in their suffering, because the meaning is not there. The meaning is in the attitude people choose while suffering from illness, crises, etc.
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Han, Jinghe. "Pragmatic Transfer: Reflecting on the Use of EMI Lecturers’ Pragmatic Markers." In SpringerBriefs in Education, 83–97. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-19904-2_6.
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AbstractAcknowledging the critical nature of EMI lecturers as bi- or multilinguals, this Chapter continues the investigation into cross-linguistic influence now turning attention to its pragmatic features. It focuses on the Chinese lecturers’ metalinguistic skills, particularly the L1 (Chinese) to L2 (English) transfer in their use of pragmatic markers (PMs). The investigation is informed by current studies arguing that highly proficient L2 language users do not necessarily make the most effective teachers, and the capacity to employ pragmatic strategies is essential to engage students’ learning; and that from amongst all the competencies in which lecturers should be proficient, one of the most essential is pragmatic competence. This Chapter provides an analysis of the participating EMI lecturers’ verbal characteristics of the PMs they implemented in their teaching. Whilst acknowledging individual differences, the trend of PM use and the degree of pragmatic transfer revealed in this group’s EMI teaching can be explained in terms of their pedagogical ideologies and subsequent practice, culturally influenced teacher-student relationships, the EMI discipline and its relevant subject matter and the lecturers’ language cognition as L2 users.
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Castaño, Francisco Javier García, Ariet Castillo Fernandez, and Antolín Granados Martínez. "The Media Representation of Refugee Women in Spain." In Advances in Religious and Cultural Studies, 98–128. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7283-2.ch006.
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Research on the migratory phenomenon has produced many studies and from various disciplines. However, the knowledge that citizens have of this phenomenon is linked to the discourse by the media. It is not different in the case of refuge and asylum. The contribution of the authors involves questioning to what extent the media are present in shaping the image of migrations. Until now, the image presented is negative, problematic, conflictive, ethnic, and alarming. But this chapter focuses on refugees and, in particular, refugee women. In the same way that research on the migratory phenomenon shows that immigrant women have not been the subject of notable media coverage, it is to be expected that refugee women are not either. For this reason, it is interesting to check the degree of media coverage of the migratory phenomenon in the press (including the mobility of refugees) during the so-called “refugee crisis” in Europe. The chapter focuses on the news that include the refugee woman. For this purpose, the news published in the Spanish newspaper El País are used.
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Peters, Rebecca Todd, and Bernadette McNary-Zak. "Contributing to the Discipline." In Teaching Undergraduate Research in Religious Studies, 17–30. Oxford University Press, 2011. http://dx.doi.org/10.1093/acprof:oso/9780199732869.003.0002.
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Alsbrooks, Shenita Y., Asma Anwar, and Angela Steward. "Negotiating Virtual Learning During a Pandemic." In Advances in Religious and Cultural Studies, 73–92. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8532-0.ch005.
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The goal of this chapter is to highlight strategies used by educators to reduce disproportionality in school discipline during turbulent times, such as a pandemic and periods of social unrest. Public schools located in low socioeconomic areas are witness to the overrepresentation of students of color, both male and female, being disproportionately punished. Additionally, these students also suffer academically due to a lack of technological resources, both in school and at their homes. The authors of this chapter are public school educators, who have worked to find solutions to resolve student's loss of knowledge during the COVID-19 pandemic, while recognizing that additional measures are also needed to address school discipline in both face-to-face and virtual settings.
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Fiorani, Donatella, and Marta Acierno. "Drawing, Information, and Design." In Advances in Religious and Cultural Studies, 355–86. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0675-1.ch012.
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Although widely employed within the Architectural Heritage conservation process, Information and Communications Technology (ICT) techniques still present many serious issues for the discipline. Current research highlights a possible methodological approach to devise an ICT instrument that could support activities for Cultural Heritage conservation, while maintaining full respect for the specifics of the discipline. Reviewing current ICT and Architecture Engineering and Construction (AEC) applications, it is possible to note that the proposed approach is at the moment reversed: modelling does not arise as the projection of a future object, but rather from the knowledge needed to represent an existing site as accurately as possible. The proposed goal, reflecting the operative methodology of the conservation process, seems to offer a greater range of representativeness and to resolve, at least, some of the critical topics that have arisen from the application of ICT to Cultural Heritage to date.
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Nehal, Raashid. "The ‘Degree of Fit' English Training Program for the Madarsa Community in India." In Advances in Religious and Cultural Studies, 309–30. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7480-5.ch020.
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Madrasa teachers working in marginalized institutions get training, but this training is not commensurate with the level of learning crisis they face. They are victims of both 'teaching and training poverty'. This actually explains for their inability to understand English and to impart training in foundational English Language skills: literacy, numeracy, digital, and transferable skills. Unable to find opportunities for acquiring these skills, Madrasa teachers are not able to connect themselves with the mainstream education and therefore miss opportunities for productive employment. The impact of 'learning and training poverty' on the morale of the Madrasa teachers is well established as they miss opportunities normally linked with their disadvantaged conditions, yet their religious sentiment remains a significant concern. In view of these, the chapter looks at the possibility of a ‘degree of fit' English training program so as to focus on Madrasa mainstreaming with a view to building more spaces for training-employment connectivity.
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"Introduction: The Development of the Concept of Religion and the Discipline of Religious Studies." In Religious Discourse in Modern Japan, 1–24. BRILL, 2014. http://dx.doi.org/10.1163/9789004272682_002.
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Dickinson, Joël D., and Carla A. John. "An Intersectional Love Story." In Advances in Religious and Cultural Studies, 203–12. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3618-6.ch012.
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As a lesbian couple working in academia, you might imagine that the authors have similar experiences. However, once you add race and ethnicity to the mix, the equation changes beyond measure. This chapter will focus on the different paths that two lesbians take to leadership positions in academia. Often referring to ourselves as “professionally gay,” the authors tell their stories from “slightly” different lenses: the White woman with a PhD who moved to a rural town for a tenure-track position and the Black woman with a Master's degree who took positions such as “assistant to the administrative assistant.”
Conference papers on the topic "Degree Discipline: Religious Studies"
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Михайлова, Л. Б. "Religious Studies as an Attribute of Professional Competence of a Modern Teacher." In Современное образование: векторы развития. Роль социально-гуманитарного знания в подготовке педагога: материалы V международной конференции (г. Москва, МПГУ, 27 апреля – 25 мая 2020 г.). Crossref, 2020. http://dx.doi.org/10.37492/etno.2020.25.38.061.
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статья посвящена проблеме формирования религиоведческой компетентности в системе государственного высшего педагогического образования. Автор обосновывает приоритетность религиоведческого подхода к изучению религии в светских школах и вузах в условиях современного постсекулярного общества. В качестве оптимальной дисциплины, формирующей профессиональные навыки работы в поликонфессиональной аудитории, рассматривается философское религиоведение с элементами теологического знания. the article is devoted to the problem of formation of religious competence in public higher teacher education. This paper substantiates the priority of religious studies approach in teaching religions at secular schools and in institutions of higher education in today’s postsecular world. Philosophical religious studies with the elements of theological knowledge are considered as the discipline which forms professional skills in multiconfessional society.
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Chukov, Vladimir S. "Socio-economic and spiritual-religious specifics of the Syrian Kurds." In 7th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2021. http://dx.doi.org/10.32591/coas.e-conf.07.07065c.
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This study aims to present the socio-economic and spiritual-religious specifics of the Syrian Kurds. The dominant agrarian livelihood of the “foreign Kurds” stimulates the preservation of the tribal-clan profile of their social structure. This directly reflects on the stability and strong resistance of the specific conservative political culture in which the political center is differentiated, due to non-social parameters. If religion (in a nuanced degree, ethnicity) plays a major role in the formation of the nation-building and state-building process among neighbors, Arabs and Turks, then in the Kurds, especially the Syrians, a similar function is played by the family cell. The main points in the article are: The Syrian Kurds; Armenians and Christians – Assyrians; The specific religious institutions of the Kurds. In conclusion: The main conclusion that can be drawn is that the Kurds in Syria are failing to create a large urban agglomeration, which pushes them to be constantly associated with the agricultural way of life. Even the small towns that were formed did not get a real urban appearance, as their inhabitants had numerous relatives who remained to live in the countryside.
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Paroushev, Zhivko. "THE DISCIPLINE "ETHNO-CULTURAL LANDSCAPE STUDIES" IN THE MASTER-DEGREE CURRICULUM OF THE SPECIALTY "INTERNATIONAL TOURIST BUSINESS" IN UNIVERSITY OF ECONOMICS - VARNA." In TOURISM AND CONNECTIVITY 2020. University publishing house "Science and Economics", University of Economics - Varna, 2020. http://dx.doi.org/10.36997/tc2020.90.
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There are presented the essence, basic terminology, methodology and scientific perimeter of the discipline "Ethno-cultural landscape studies". By use of a brief historic overview, there is traced the development of the cultural landscape as a scientific notion from its onset to present times. Regulatory postulates of UNESCO are taken into consideration, which explain the meaning of the terms "tradition", "intangible cultural heritage" and "cultural landscape". There are also summed up the practical and applied benefits from studying the discipline: a model for making an ethno-cultural landscape profile of the tourist site as a ground for creating unique tourist products based on traditional culture and turning folklore rituality into a generator of touristic plots.
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Pearce Churchill, Meryl, Daniel Lindsay, Diana H Mendez, Melissa Crowe, Nicholas Emtage, and Rhondda Jones. "Does Publishing During the Doctorate Influence Completion Time? A Quantitative Study of Doctoral Candidates in Australia." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4912.
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Aim/Purpose This paper investigates the association between publishing during doctoral candidature and completion time. The effects of discipline and of gaining additional support through a doctoral cohort program are also explored. Background Candidates recognize the value of building a publication track record to improve their career prospects yet are cognizant of the time it takes to publish peer-reviewed articles. In some institutions or disciplines, there is a policy or the expectation that doctoral students will publish during their candidature. How-ever, doctoral candidates are also under increasing pressure to complete their studies within a designated timeframe. Thus, some candidates and faculty perceive the two requirements – to publish and to complete on time – as mutually exclusive. Furthermore, where candidates have a choice in the format that the PhD submission will take, be it by monograph, PhD-by-publication, or a hybrid thesis, there is little empirical evidence available to guide the decision. This pa-per provides a quantitative analysis of the association between publishing during candidature and time-to-degree and investigates other variables associated with doctoral candidate research productivity and efficiency. Methodology Multivariate logistic regression analyses were used to examine the predictors (discipline [field of research], gender, age group, domestic or international student status, and belonging to a cohort program) of doctoral candidate research productivity and efficacy. Research productivity was quantified by the number of peer-reviewed journal articles that a candidate published as a primary author during and up to 24 months after thesis submission. Efficacy (time-to-degree) was quantified by the number of Full-Time Equivalent (FTE) years of candidature. Data on 1,143 doctoral graduates were obtained from a single Australian university for the period extending from 2000 to 2020. Complete publication data were available on 707 graduates, and time-to-degree data on 664 graduates. Data were drawn from eight fields of research, which were grouped into the disciplines of health, biological sciences, agricultural and environmental sciences, and chemical, earth, and physical sciences. Contribution This paper addresses a gap in empirical literature by providing evidence of the association between publishing during doctoral candidature and time-to-degree in the disciplines of health, biological sciences, agricultural and environmental sciences, and chemical, earth, and physical sciences. The paper also adds to the body of evidence that demonstrates the value of belonging to a cohort pro-gram for doctoral student outcomes. Findings There is a significant association between the number of articles published and median time-to-degree. Graduates with the highest research productivity (four or more articles) exhibited the shortest time-to-degree. There was also a significant association between discipline and the number of publications published during candidature. Gaining additional peer and research-focused support and training through a cohort program was also associated with higher research productivity and efficiency compared to candidates in the same discipline but not in receipt of the additional support. Recommendations for Practitioners While the encouragement of candidates to both publish and complete within the recommended doctorate timeframe is recommended, even within disciplines characterized by high levels of research productivity, i.e., where publishing during candidature is the “norm,” the desired levels of student research productivity and efficiency are only likely to be achieved where candidates are provided with consistent writing and publication-focused training, together with peer or mentor support. Recommendations for Researchers Publishing peer-reviewed articles during doctoral candidature is shown not to adversely affect candidates’ completion time. Researchers should seek writing and publication-focused support to enhance their research productivity and efficiency. Impact on Society Researchers have an obligation to disseminate their findings for the benefit of society, industry, or practice. Thus, doctoral candidates need to be encouraged and supported to publish as they progress through their candidature. Future Research The quantitative findings need to be followed up with a mixed-methods study aimed at identifying which elements of publication and research-focused sup-port are most effective in raising doctoral candidate productivity and efficacy.
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Stan, Maria Magdalena. "Self-Management Skills and Student Achievement – A Pilot Study." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/34.
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The adaptation pressure of youths to a labor market with a low predictability degree determines the necessity of developing certain competences which can be easily transferrable and which can ensure the personal and professional success. We have considered non cognitive abilities (attitudes, emotions, behaviours) which proved to be significant predictors of success and mental health (Heckman, 2008) and which contribute significantly to a rise in emotional strength and to a wide range of adaptative strategies imposed by contemporary society (Opre et al., 2018). The speciality literature confirms the importance of non-cognitive abilities in the students’ / pupils’ academic success (Heckman et al., 2006; Heckman, 2008; Deming, 2015; Balica et al., 2016). The predictability degree of diverse non cognitive abilities over academic success is different as most studies do not supply relevant data about abilities such as self-efficacy, growth mindset or social awareness (Claro & Loeb, 2019), while abilities like self-management defined as the ability to regulate one’s emotions, thoughts, and behaviors in different situations (Duckworth & Carlson, 2013) represents a good predictor of academic achievement (Blair & Raver, 2015; Riggs et al., 2016). We consider self-management as being that umbrella construct which refers to abilities such as self-control, self-regulation, self-discipline, will power and self-power (Duckworth & Kern, 2011). Under the circumstances in which students with major risk abandonment participate in specific activities to develop personal, socio-emotional and learning management abilities, our study proposes to examine the variation of self-management abilities of students who participated in these activities and of students who did not participate in the activities and who are not prone to risk abandonment. Also, we wish to investigate if there is a relation between students’ self-management abilities and student achievement.
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A. Buzzetto-Hollywood, Nicole. "Findings From an Examination of a Class Purposed to Teach the Scientific Method Applied to the Business Discipline." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4774.
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Aim/Purpose: This brief paper will provide preliminary insight into an institutions effort to help students understand the application of the scientific method as it applies to the business discipline through the creation of a dedicated, required course added to the curriculum of a mid-Atlantic minority-serving institution. In or-der to determine whether the under-consideration course satisfies designated student learning outcomes, an assessment regime was initiated that included examination of rubric data as well as the administration of a student perception survey. This paper summarizes the results of the early examination of the efficacy of the course under consideration. Background: A small, minority-serving, university located in the United States conducted an assessment and determined that students entering a department of business following completion of their general education science requirements had difficulties transferring their understanding of the scientific method to the business discipline. Accordingly, the department decided to create a unique course offered to sophomore standing students titled Principles of Scientific Methods in Business. The course was created by a group of faculty with input from a twenty person department. Methodology: Rubrics used to assess a course term project were collected and analyzed in Microsoft Excel to measure student satisfaction of learning goals and a stu-dent satisfaction survey was developed and administered to students enrolled in the course under consideration to measure perceived course value. Contribution: While the scientific method applies across the business and information disciplines, students often struggle to envision this application. This paper explores the implications of a course specifically purposed to engender the development and usage of logical and scientific reasoning skills in the business discipline by students in the lower level of an bachelors degree program. The information conveyed in this paper hopefully makes a contribution in an area where there is still an insufficient body of research and where additional exploration is needed. Findings: For two semesters rubrics were collected and analyzed representing the inclusion of 53 students. The target mean for the rubric was a 2.8 and the overall achieved mean was a 2.97, indicating that student performance met minimal expectations. Nevertheless, student deficiencies in three crucial areas were identified. According to the survey findings, as a result of the class students had a better understanding of the scientific method as it applies to the business discipline, are now better able to critically assess a problem, feel they can formulate a procedure to solve a problem, can test a problem-solving process, have a better understanding of how to formulate potential business solutions, understand how potential solutions are evaluated, and understand how business decisions are evaluated. Conclusion: Following careful consideration and discussion of the preliminary findings, the course under consideration was significantly enhanced. The changes were implemented in the fall of 2020 and initial data collected in the spring of 2021 is indicating measured improvement in student success as exhibited by higher rubric scores. Recommendations for Practitioners: These initial findings are promising and while considering student success, especially as we increasingly face a greater and greater portion of under-prepared students entering higher education, initiatives to build the higher order thinking skills of students via transdisciplinary courses may play an important role in the future of higher education. Recommendations for Researchers: Additional studies of transdisciplinary efforts to improve student outcomes need to be explored through collection and evaluation of rubrics used to assess student learning as well as by measuring student perception of the efficacy of these efforts. Impact on Society: Society needs more graduates who leave universities ready to solve problems critically, strategically, and with scientific reasoning. Future Research: This study was disrupted by the COVID-19 pandemic; however, it is resuming in late 2021 and it is the hope that a robust and detailed paper, with more expansive findings will eventually be generated. *** NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 18, 161-172. Click DOWNLOAD PDF to download the published paper. ***
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Armie, Madalina, José Francisco Fernández Sánchez, and Verónica Membrive Pérez. "ESCAPE ROOM AS A MOTIVATING TOOL IN THE ENGLISH LITERATURE CLASSROOM AT TERTIARY EDUCATION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end058.
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The escape room, also known as escape game, is a gamification tool that aims to promote increased motivation and improved teamwork (Wood & Reiners, 2012). Recently, escape rooms have achieved prominence in the classroom as pedagogical instruments valid for any type of discipline. In the educational field in particular, the escape room can be defined as an action game in real time where the players, in teams, solve a series of puzzles or problems and carry out tasks related to the curricular contents worked on throughout the course, in one or more rooms with a specific objective and at a specific time (Nicholson, 2015). To do this, learners must put into practice the knowledge acquired about a particular subject, as well as their creative and intellectual abilities, and deductive reasoning. Despite being a pedagogical tool that has emerged as an innovative element in the last five years or so, the use of escape rooms for teaching-learning the English language at different educational levels has been studied qualitatively and quantitatively (Dorado Escribano, 2019; López Secanell & Ortega Torres, 2020). However, there is no study on the applicability of the escape room in the English literature classroom at the tertiary educational level. This paper aims to demonstrate how the inclusion of this innovative pedagogical tool can serve not only for teaching the language, but also for working on theoretical-practical contents of subjects focused on literary studies of the Degree in English Studies. In order to achieve the proposed objectives, the study will focus on the identification of types of exercises to implement as part of the educational escape room aimed at a sample of students; the preparation of tests/ exercises based on the established objectives; the design of a pre- and a post- questionnaire based on the established objectives; the implementation of the escape room in the literature class and the evaluation of the impact of this educational tool to foster students’ motivation.
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Lasaosa, Virginia Espa, María José Gutiérrez Lera, María Cañas Aparicio, and María Adelaida Gutiérrez Martín. "Veinte años de docencia de la fotografía. Estudio de caso: Escuela de Arte de Huesca (España), Twenty years teaching photography. Case study: The Art School of Huesca (Spain)." In I Congreso Internacional sobre Fotografia: Nuevas propuestas en Investigacion y Docencia de la Fotografia. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/cifo17.2017.6741.
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ResumenEl Ciclo Formativo de Grado Superior en Fotografía pertenece a la familia profesional artística de Comunicación Gráfica y Audiovisual y forma parte del sistema educativo español público.Esta comunicación presenta un panorama de la evolución de los estudios sobre fotografía en las Escuelas de Artes Plásticas y Diseño, exponiendo, a través del ejemplo de la Escuela de Arte de Huesca, el caso de la Comunidad Autónoma de Aragón.La implantación del grado superior de fotografía en Huesca se incardinó en la estructura propicia que aportaba una ciudad acostumbrada a valorar este modo de expresión icónica: el Festival Huesca Imagen en su día, una Fototeca pionera en medios y procedimientos, o actualmente el programa Visiona demuestran un interés particular por la imagen fotográfica.Nuestra sólida trayectoria ha pasado necesariamente por cambios tecnológicos y legislativos que han marcado la adaptación de la docencia a continuos retos. Aspectos como la aplicación de metodologías activas; el aprendizaje basado en proyectos; las constantes referencias a cuestiones teóricas e históricas, así como a los debates contemporáneos en torno a la fotografía; la innovación en los procesos de evaluación y el seguimiento individualizado basado en tutorías se incorporan a nuestra didáctica cotidiana y facilitan la adquisición de competencias de acuerdo a las nuevas exigencias curriculares, profesionales y artísticas.La formación que impartimos insiste en la reflexión sobre el proceso fotográfico como un hecho consustancial a la sociedad actual. A través de la acreditación en el Programa Erasmus+, nuestros estudiantes tienen además la posibilidad de relacionarse con el espacio formativo europeo y ven favorecida su futura inserción en el mercado laboral.A lo largo de estos años hemos logrado contar con la presencia de figuras de reconocido prestigio en diversos campos de la fotografía, personalidades que han aportado su visión y su saber a la Escuela. Desde nuestra perspectiva, la fotografía no sólo es una disciplina artística o una ocupación profesional, sino que constituye globalmente un modo de vida. Eso es lo que intentamos transmitir año tras año en nuestras aulas.AbstractThe Professional studies of Higher Degree in Photography belongs to the artistic professional family of Graphic and Audiovisual Communication and it is part of the Spanish state educational system. This paper presents an overview of the evolution of these studies on photography in the Arts and Design Schools and explains the example of Aragón, through the case of the School of Art of Huesca.The implementation of the higher degree in Photography in Huesca took place in a suitable background provided by a city used to value this iconic mode of expression: The former Festival “Huesca Imagen”, an innovative Fototeca in procedures and resources; or nowadays, the program “Visiona”, all of them show a particular interest on the photographic image.Our well stablished professional career has necessarily come across technological and legislative changes that have marked the adaptation of teaching to continuous challenges. Aspects such as the application of active methodologies; Project-based learning; Constant references to theoretical and historical issues as well as to contemporary debates on photography; Innovation in evaluation processes and individualized monitoring based on personal tutoring are incorporated into our everyday teaching and facilitate the acquisition of competences according to upcoming curricular, professional and artistic requirements.The training we provide stresses thinking about photography as a process consubstantial to our current society. Through the accreditation in the Erasmus + Program, our students have also the possibility to take part of the European training space and facilitate their future insertion in the labor market.Throughout these years we have had the opportunity to count on the presence of personalities of recognized prestige in various fields of photography, who have cast their vision and their knowledge to the School. From our own perspective, photography is not only an artistic discipline or a professional occupation, but conforms a whole way of life. That is what we try pass on in our classrooms year after year. Palabras clave: metodologías, evaluación, evolución, proyectos, experiencia docente, competencias, pública, Erasmus+, arte, tecnología.Keywords: methodology, assessment, progress, projects, teaching experience, skills, state school, Erasmus+, arts, technology.