Littérature scientifique sur le sujet « Tufts College School of Religion »
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Articles de revues sur le sujet "Tufts College School of Religion"
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Kynell, Teresa. « English as an Engineering Tool : Samuel Chandler Earle and the Tufts Experiment ». Journal of Technical Writing and Communication 25, no 1 (janvier 1995) : 85–92. http://dx.doi.org/10.2190/7l28-aqt3-pvu7-tyc5.
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Evaluation of Samuel Chandler Earle's 1911 presentation to the Society for the Promotion of Engineering Education demonstrates Earle's role as a key player in the shift of a technical writing course which combined both the goals of an engineering curriculum with the ultimate, real-world needs of the graduated engineer. Earle's Tufts Experiment, discussed in his paper, “English in the Engineering School at Tufts College” [1], would not only provide the impetus for a decade of discussion among engineering and English educators, but would provide, in part, the impetus for the Committee on English, a committee Earle would chair, charged with studying engineering English offerings in the United States.
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Anthony, Francis-Vincent. « Religion, Ecology and Human Flourishing ». Journal of Empirical Theology 36, no 1 (3 novembre 2023) : 20–44. http://dx.doi.org/10.1163/15709256-20231141.
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Abstract During the past six decades, there has been an ever-growing awareness of the global ecological crisis threatening human survival. Concern for the future of human life has led to the necessity of upholding environmental rights and sustainable development. As in the case of other human rights, obligations of the state that derive from these need to be complemented by civic engagements, and sustained by shared values in the societal sphere. The question that we raise is if religions can play a significant role in favouring environmental rights, civil engagements and environmental care, given that in varied ways religious traditions appeal to the interdependence of divine-human-cosmic realities. The empirical research that we undertook in the multi-religious context of Tamil Nadu, India, seeks to verify if the religious identity of the senior secondary school students and college students has some influence on their attitude towards environmental obligations, engagements and care. The results show that senior school students are highly sensitive to state’s obligations and civil engagements, but their religious affiliation does not seem to influence it. Instead, college students manifest strong agreement to environmental care, with Hindus displaying higher sensitivity. Besides, variables such as transformative function of religion, religious pluralism, human dignity, and empathy have favourable association with environmental care for Christians, Muslims and Hindus. We conclude with a discussion on the implications of the predictors for eco-education.
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Sheret, Larry. « Theology & ; Religion ». Charleston Advisor 23, no 2 (1 octobre 2021) : 50–53. http://dx.doi.org/10.5260/chara.23.2.50.
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Theology & Religion Online (TARO) is a digital repository consisting of four library collections that focus on Protestant and Catholic doctrine, studies into the historical Jesus, and religion in North America (see Figure 1). It includes newly digitized primary texts by major theologians, multi-volume works, references, e-books, chapters, articles, an image library, peer-reviewed secondary readings on core topics, and commentary on lectionaries. This Christ-focused resource is rounded out with a library covering the diverse religious traditions of North America and the hot topics spawned at the intersection of ethics, social movements, and religion. This database is curated and presented in a way that high school students, college students, and scholars will find easy to navigate with authoritative resources that are comprehensive and regularly added to.
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B. 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, no 7 (28 juin 2024) : 494–504. http://dx.doi.org/10.9734/ajess/2024/v50i71479.
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Aims: This paper aims to understand the relevance of EsP classes, given that its roots stem from religion, and the current climate of the Philippine public school education system. Study Design: Quantitative Research. Place and Duration of Study: De La Salle University – Manila, social media (I.e., Facebook and Facebook Messenger) between, between March 2024 – May 2024. Methodology: The author administrated surveys to seventy-six (76) non-secular school graduates and asked them about their experiences during religion class, and their perspectives towards EsP. Results: The major findings of the paper show that religion does have a slight hand in their perspectives towards EsP. From the gathered responses, the research shows that while learning values and morals are still important in society, the basis should be rooted on social morality rather than religion. Conclusion: Participants believed that the basis of the subject’s curriculum must be aligned with the social morality of the Filipino people, or the general common good. To them, the idea of “God” or being “Maka-Diyos” in the subject’s objectives is quite aligned with the religious views. This could potentially divide or discriminate public school students who do not identify with the country’s major religion. To them, Edukasyon ng Pagpapakatao (EsP) should focus solely on values education and ethics.
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Gage, 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, no 1 (18 février 2022) : 31–42. http://dx.doi.org/10.46303/jcsr.2022.4.
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This article offers a case study of how regional, gender, and religious ideals collided at one Tennessee women’s college during the antebellum and Civil War eras. Mary Sharp College, founded by Baptists in 185, strongly advocated for women’s education that equaled the contemporary men’s institutions. Local factors relating to religion and education contributed to the creation of Mary Sharp College. Tennessee Baptists founded the college as a replacement for more informal education of women and made the school the first women’s college in the U.S. to require Latin and Greek. Two key early figures tied to college, the Vermont-born Graves brothers. James Robinson Graves, a Baptist pastor and editor of The Tennessee Baptist, provided advertising for the college; Zuinglius Calvin Graves, a Baptist educator, gave it direction. J. R. and Z. C. Graves combined southern identity, gender ideology, and Baptist piety to produce a unique form of higher education for women. Although the Graves brothers saw the home and family as the proper place for southern white women, they still believed in the necessity of a rigorous education. Mary Sharp built up faith and southern character in women and prepared them for their chief service to society: motherhood. When the Civil War came, despite their own northern connections and divided loyalties in Tennessee, the Graves brothers and their college fully supported the Confederacy. Despite the college’s supposedly secure location, an occupation by the Union army led the school to close in 1863 and remain closed until 1866, when it reopened as a much weaker school but as one firmly committed both to educated female piety and to the “Lost Cause.”
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Andersen, Kirsten M., et Lakshmi Sigurdsson. « Praksisnær viden og refleksion over religion og dannelse ». Tidsskrift for Professionsstudier 15, no 29 (21 octobre 2019) : 54–61. http://dx.doi.org/10.7146/tfp.v15i29.116406.
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The article considers how the teacher’s practice in the school subject Religious Education can be included in teacher education with a double purpose 1) scaffolding the preparation of the student’s internship and 2) qualifying the didactic dialogue among the students by insight into the results from an action research project and thus integrate practice-oriented knowledge in the vocational studies at a university college. We suggest a framework for a pedagogical reflection of teaching practice in RE, which is defined as educating towards religious competence.
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Wolcott, Barbara. « Role Models Needed ». Mechanical Engineering 123, no 04 (1 avril 2001) : 46–51. http://dx.doi.org/10.1115/1.2001-apr-1.
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The US Bureau of Lab or Statistics reports that in 1999, women made up 24.5 percent of doctors compared with 6.1 percent in 1950. The Lore-El Center at Stevens sponsors programs designed to encourage girls to enjoy working with technology. The cornerstone of Lore-El’s pre-college program is a two-week summer resident session for high school students in engineering. The program also works to examine innovative ways of teaching physics and dispelling stereotypes associated with engineering. The Lore-El Center works to show students what engineers do and the contributions they make in society, where much of everything is generated by engineers, or improved by them to make a better product. Experts are designing a series of games and experiments with Tufts University to be tested at schools across the country, so that teachers and principals who have no experience in engineering can take the modules and implement them in their classrooms.
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Walker, Andrea C., John D. Hathcoat et Illene C. Noppe. « College Student Bereavement Experience in a Christian University ». OMEGA - Journal of Death and Dying 64, no 3 (mai 2012) : 241–59. http://dx.doi.org/10.2190/om.64.3.d.
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As part of the National College Grief Study, college student bereavement experience was examined specifically in a Christian university climate. Sex, year in school, and closeness to the deceased were measured in terms of academic and mental health outcomes and resources utilized. Females reported more mental health problems when close to the deceased, and seniors were less likely than first year students to utilize personal support resources of family and religion. During close losses, students experienced more mental health problems and negative social outcomes, but they did not access more resources. Recommendations for university personnel and suggestions for further research are given.
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Pogorzała, Ewa. « Jewish schools in Lodz in the late 1940s. » Facta Simonidis 5, no 1 (31 décembre 2012) : 165–76. http://dx.doi.org/10.56583/fs.258.
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The main aim of this study is to analyze the state and status of Jewish schools that functioned in the second half of the 1940s in Poland. Especially Jewish schools in Lodz were taken under consideration in the analysis of the research problem included in the title of the paper. In the second half of the 1940s there were: Private Jewish Perec General School in Lodz, Private Jewish General School Bojowników Getta in Lodz, religion courses, the Netzach Izrael Rabbinical College, as well as a secondary school and vocational courses.
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Placher, William C. « Preaching the Gospel in Academy and Society ». Theology Today 49, no 1 (avril 1992) : 5–20. http://dx.doi.org/10.1177/004057369204900102.
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“Many academics turn from church or synagogue sometime in early adolescence, and their image of religion remains what they learned in fourth grade Sunday School. It is as if one assumed that the curriculum of a college mathematics department culminated in long division, or that biological research consisted exclusively in gathering the leaves from different species of trees and pressing them flat under three volumes of the World Book Encyclopedia. If those no longer involved with churches want to update their views of religion, they sometimes turn their television dials to the cable evangelists and find most of their prejudices confirmed.”
Thèses sur le sujet "Tufts College School of Religion"
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King, Deena. « Alcohol Use and Religiosity Among College Students ». BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/938.
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Alcohol use among college students is often in the news. Some scholars argue, with literature to support it, that problem drinking in college is just a media-driven myth (Lederman et al. 2004). Yet it is clear that college students do drink, some to excess. Various reasons are cited from alcohol availability to the "freedom" associated with this stage of life. However, very few researchers have attempted to determine whether religiosity affects alcohol use among college students. The purpose of this study was to further examine the combined issues of religiosity and alcohol use among college students. Is excessive use of alcohol during this time of life simply an adult transition issue, as Jackson et al. (2005) contend, or is there more to it? Research seems to point to the fact that religiosity plays a role. The primary hypothesis tested was that students who valued religious activities as part of their college experience would use alcohol less, including binge drinking, than those who did not. The second hypothesis tested was that students who valued parties and Greek life would use alcohol and binge more than students who did not. The data set used was constructed by the Harvard School of Public Health and included data from 120 four-year colleges and universities from throughout the United States. The analysis supported the hypothesis that religiosity was a factor in reduced alcohol use by college students. College students who valued religious activities drank less than those who did not. The study also supported the hypothesis that students who valued parties and Greek life drank more. The heaviest drinkers were those who valued parties. These results are highly significant given the size of the sample. No other study that looked at religiosity and alcohol use among college students used a sample this large. These results help us to better understand the negative association between religiosity and alcohol use among college students as well as the positive association between parties and alcohol use. They especially help us to formulate strategies that might be considered to alleviate problem drinking during this stage of life.
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Leary, 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.
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Lewis, 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.
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In this thesis I present new insights into aspects of Peter Guthrie Tait's life and work, derived principally from largely-unexplored primary source material: Tait's scrapbook, the Tait–Maxwell school-book and Tait's pocket notebook. By way of associated historical insights, I also come to discuss the innovative and far-reaching mathematics of the elusive Frenchman, C.-V. Mourey. P. G. Tait (1831–1901) F.R.S.E., Professor of Mathematics at the Queen's College, Belfast (1854–1860) and of Natural Philosophy at the University of Edinburgh (1860–1901), was one of the leading physicists and mathematicians in Europe in the nineteenth century. His expertise encompassed the breadth of physical science and mathematics. However, since the nineteenth century he has been unfortunately overlooked—overshadowed, perhaps, by the brilliance of his personal friends, James Clerk Maxwell (1831–1879), Sir William Rowan Hamilton (1805–1865) and William Thomson (1824–1907), later Lord Kelvin. Here I present the results of extensive research into the Tait family history. I explore the spiritual aspect of Tait's life in connection with The Unseen Universe (1875) which Tait co-authored with Balfour Stewart (1828–1887). I also reveal Tait's surprising involvement in statistics and give an account of his introduction to complex numbers, as a schoolboy at the Edinburgh Academy. A highlight of the thesis is a re-evaluation of C.-V. Mourey's 1828 work, La Vraie Théorie des quantités négatives et des quantités prétendues imaginaires, which I consider from the perspective of algebraic reform. The thesis also contains: (i) a transcription of an unpublished paper by Hamilton on the fundamental theorem of algebra which was inspired by Mourey and (ii) new biographical information on Mourey.
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Masango, 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.
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Bibliography: leaves 148-154This 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)
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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.
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Le Collège Saint-Viateur de Ouagadougou est une école catholique dont la mission est d’évangéliser les jeunes qui le fréquentent tout en leur assurant une éducation chrétienne de qualité. Or, en plus des catholiques, beaucoup de ses élèves sont musulmans, chrétiens protestants et animistes. Alors, on est en présence d’une diversité religieuse au sein de cette communauté éducative. Comme cette situation est acceptée et reconnue, on peut parler de pluralisme religieux. Dans ce contexte, jaillit la question de savoir s’il est toujours pertinent d’évangéliser les jeunes catholiques et membres des autres religions ou s’il faut simplement les éduquer afin qu’ils soient de meilleurs humains dans leur propre religion. Autour cette question se déroule une aventure de recherche en cinq chapitres correspondant aux cinq étapes de la praxéologie pastorale. Le premier chapitre campe le portrait de la communauté éducative du Collège Saint-Viateur dans le contexte pluriel du Burkina Faso et dégage les forces et faiblesses de la manière dont est gérée la diversité religieuse en son sein. Le deuxième pose la problématique de la pertinence de l’évangélisation des jeunes de religions différentes en assurant leur éducation chrétienne. Le troisième expose une herméneutique de l’acte d’évangéliser des jeunes en tenant compte de la perspective théologique positive du pluralisme religieux mise en rapport avec le magistère de l’Église sur l’éducation chrétienne des jeunes. Le quatrième formule quatre propositions pour que l’évangélisation de la jeunesse en ce contexte de pluralité religieuse ait le sens d’une éducation intégrale pour amener les jeunes à devenir de meilleurs humains dans leur propre foi. Le cinquième, enfin, émet les espérances et dégage les effets bénéfiques d’une culture du pluralisme religieux chez les jeunes au Collège Saint-Viateur de Ouagadougou. Cette culture constituerait en même temps une prophylaxie évangélique contre l’intégrisme religieux au sein de la communauté éducative et dans la société burkinabè.Saint-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.
Livres sur le sujet "Tufts College School of Religion"
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Byers, David P. College-prep homeschooling : Your complete guide to homeschooling through high school. Denver, Colo : Mapletree Pub. Co., 2008.
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Jerilee, Grandy, dir. The image of ministry : Attitudes of young adults toward organized religion and religious professions. Princeton, NJ : Educational Testing Service, 1994.
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Ichilov, Orit. Between state and church : Life-history of a French-Catholic school in Jaffa. Frankfurt am Main : P. Lang, 1996.
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The making of a Reform Jewish cantor : Musical authority, cultural investment. Bloomington : Indiana University Press, 2009.
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Ukrainian drama and theater in the seventeenth and eighteenth centuries. Toronto : Canadian Institute of Ukrainian Studies Press, 2008.
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Pat, Williams. Play to win (for guys) : Strategies for success in the game of life. Grand Rapids, MI : Baker, 2003.
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Fife, Brian L. School desegregation in the twenty-first century : The focus must change. Lewiston, N.Y : E. Mellen Press, 1997.
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Green, Cary J. Success Skills for High School, College, and Career (Christian Edition), Revised. Skills 4 Students, LLC, 2020.
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Gray, Asa. Natural Science And Religion : Two Lectures Delivered To The Theological School Of Yale College. Kessinger Publishing, LLC, 2007.
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Gray, Asa. Natural Science And Religion : Two Lectures Delivered To The Theological School Of Yale College. Kessinger Publishing, LLC, 2007.
Trouver le texte intégralChapitres de livres sur le sujet "Tufts College School of Religion"
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Freeland, Richard M. « Evolution of the College-centered University : Tufts and Brandeis, 1945–1970 ». Dans Academia's Golden Age. Oxford University Press, 1992. http://dx.doi.org/10.1093/oso/9780195054644.003.0011.
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Tufts College, traditionally focused on undergraduate education in the arts and sciences, responded to the opportunities of the postwar years with new emphases on research and doctoral-level programs. A new name, “Tufts University,” signified the change. The leaders of Tufts intended, however, to retain a primary emphasis on undergraduate work. During these same years, a new university, Brandeis, sponsored by a group of American Jews, joined the state’s academic community. Brandeis’s founders also conceived their institution as centrally concerned with undergraduate education, although they too intended to build a modest array of graduate programs, especially in the arts and sciences. In projecting their development during the 1950s and 1960s, Tufts and Brandeis set out to become different versions of a distinctive institutional idea: the college-centered university. By the early 1940s, President Leonard Carmichael of Tufts, like his counterparts at Harvard and M.I.T., had come to regard World War II as a time of opportunity, despite immediate, war-related problems of enrollment and finance. Carmichael’s wartime reports referred repeatedly to new possibilities arising from the military emergency. He welcomed a Navy R.O.T.C. unit to Medford as a chance for greater visibility as well as for public service. He speculated that increased awareness of international issues would benefit the Fletcher School. Most important of all, given Tufts’s history of straightened finances, was the possibility of new federal support. “It is ... not too early,” Carmichael told his trustees in the middle of the war, “for all of us to do what we can to see to it that the men who administer our postwar education [at the federal level]... have an appreciation of the importance to this nation of colleges and universities with varied objectives and varied bases of administration and support.” If federal funds were to become available, Carmichael wanted to be sure that private institutions got their share, and he assured his board that “every effort is being made to maintain our relationships with the armed services... so that Tufts’s peculiar qualities—a university-college in which teaching and research go forward together—may be maintained ...”
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« Maria A. Oquendo ». Dans Psychiatrists on Psychiatry, sous la direction de Dinesh Bhugra, Mariana Pinto Da Costa, Hussien El-Kholy et Antnio Ventriglio, 159—C17P69. Oxford University PressOxford, 2023. http://dx.doi.org/10.1093/med/9780198853954.003.0018.
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Abstract Maria A. Oquendo is the Ruth Meltzer Professor and Chairman of Psychiatry at the Perelman School of Medicine at the University of Pennsylvania and Psychiatrist-in-Chief at the Hospital of the University of Pennsylvania. Dr Oquendo graduated Summa cum Laude, Phi Beta Kappa from Tufts University in 1980. She attended the Vagelos College of Physicians and Surgeons of Columbia University and completed her residency training at the Payne Whitney Clinic of New York Hospital Cornell. Until 2016, she served as Professor of Psychiatry and Vice Chairman for Education at Columbia University and the New York State Psychiatric Institute. In 2017, she was elected to the National Academy of Medicine, one of the highest honours in the fields of health and medicine. Her expertise is in the diagnosis, pharmacologic treatment, and neurobiology of bipolar disorder and major depression with a special emphasis on suicidal behaviour and in global mental health. She is past-President of the American Psychiatry Association.
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Davis, Christina P. « School Segregation and Language-Based Ethnic Divisions ». Dans The Struggle for a Multilingual Future, 24–48. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190947484.003.0002.
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Chapter 2 demonstrates the segregation of Sinhala- and Tamil-medium students and how linguistic, ethnic, and religious divisions were reinforced in national and local education policies and everyday practices. It looks at the implementation of the recent Sinhala-as-a-second-language (SSL), Tamil-as-a-second language (TSL), and English programs at Hindu College and Girls’ College in relation to the regimenting of language of instruction, ethnicity, and religion in school-based practices. At Hindu College, pedagogical practices and the school’s orientation as a Tamil-speaking sphere of practice prevented students from improving their skills in SSL and English. Students gained proficiency in English at Girls’ College, but the SSL and TSL programs were unevenly implemented, with Sinhala-medium students writing Tamil but refraining from speaking it. This chapter argues that while the trilingual policies were enacted to create interethnic harmony, national and local education policies and practices continue to use languages as a basis for ethnic difference, the results of which play out far beyond educational settings.
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Glennon, Fred. « Religion and Healing for Physician’s Assistants ». Dans Teaching Religion and Healing, 293–306. Oxford University PressNew York, NY, 2006. http://dx.doi.org/10.1093/oso/9780195176438.003.0019.
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Abstract This course on religion and healing came about in response to Le Moyne College’s efforts to develop a Physician’s Assistants (PA) program. The originators wanted the program to have a Le Moyne stamp, which meant that it needed to add some key humanistic disciplines, especially philosophy, literature, and religion. Le Moyne is a Jesuit college in Syracuse, New York, and a central part of our mission is to develop whole persons who appreciate diversity and are committed to service and justice regardless of their chosen professions. A PA program that only prepared students for the scientific and practical aspects of the profession was unacceptable. That is why the school wanted to be sure to add courses in the humanities, especially religion and ethics, to prepare students for the broader human context into which their practice would take them.
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Finkler, Kaja. « Teaching Religion and Healing at a Southern University ». Dans Teaching Religion and Healing, 47–58. Oxford University PressNew York, NY, 2006. http://dx.doi.org/10.1093/oso/9780195176438.003.0003.
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Abstract Because religion is an emotionally charged subject, teaching about it and about healing traditions in entry-level college courses requires different approaches than do topics that do not always touch on a student’s personal feelings. Consideration must therefore be given to the specific backgrounds of the students, particularly if many come out of traditions characterized by fundamentalist Christian beliefs, as is the case at the southern university where I teach. Inasmuch as students with strong fundamentalist backgrounds may be sensitive to evaluations of religious beliefs and practices from an analytic rather than theological perspective, dealing with these topics requires a corresponding sensitivity from the instructor. At the same time, other students—many of whom are biology and science majors bound for medical school—are influenced by a powerful strain of discourse based on science and scientific rationality. Teaching about the mystical aspects of religious healing, including the use of altered states of consciousness, calls for equally subtle forms of navigation through these different currents in American society.
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Myerson, Joel. « Ralph Waldo Emerson, “Divinity School Address” (1838) ». Dans Transcendentalism, 230–45. Oxford University PressNew York, NY, 2000. http://dx.doi.org/10.1093/oso/9780195122121.003.0016.
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Abstract EMERSON TOLD HIS audience at the Phi Beta Kappa Society a year earlier that Harvard College had not taught them well; now he makes the same accusation against the teachers of the graduates of the Divinity School. He speaks forcefully about how “one mind is everywhere” (or “unity in va-riety”), how evil is not an active force in the world (“Good is positive. Evil is merely privative, not absolute. It is like cold, which is the privation of heat”), and how religion can be received intuitively. He complains of the “historical Christianity” that has made a “demigod” of Christ by exaggerating His person and not paying attention to His teachings, and has ignored humankind’s “Moral Nature,” and he urges his audience to “rekindle the smouldering, nigh quenched fire on the altar” by using the Sabbath more wisely and to reinvigorate the art of preaching by making it less dependent on the memory and more about the preacher imparting his soul.
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Canady, Andrew McNeill. « Professionalizing the Southern YMCA ». Dans Willis Duke Weatherford. University Press of Kentucky, 2016. http://dx.doi.org/10.5810/kentucky/9780813168159.003.0005.
Texte intégralRésumé :
This chapter focuses on Weatherford’s creation, administration, and program for the YMCA Graduate School. This institution began in 1919, operated out of Nashville and had ties to Vanderbilt University, Fisk University, and Scarritt College. It sought to train YMCA secretaries for work on college campuses and in other realms of the YMCA. An important component of its curriculum was its race relations courses, which included interactions with African American professors and students, primarily from Fisk, but also those at Tuskegee Institute. Weatherford’s school turned out approximately one hundred graduates in these years, many of them liberals in the cause of race and religion. In the midst of the Great Depression this institution closed, and the financial constraints that plagued the school represented one of the major limits under which Weatherford worked to carry on his liberal efforts while also garnering needed funds.
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Richards, Joan L. « The Road to Unitarianism ». Dans Generations of Reason, 60–72. Yale University Press, 2021. http://dx.doi.org/10.12987/yale/9780300255492.003.0005.
Texte intégralRésumé :
In 1785, William Frend became director of the Sunday School in Maddingly to his other positions. Every Sunday over the course of a year, he and various other volunteers devoted their efforts to teaching the poor children of the neighbourhood how to read. After a deeply rewarding but exhausting year teaching poor children how to read, Frend set off for a European tour. For four months he and two of his friends walked across France, through Germany and Switzerland and back to Paris. Frend’s experience of foreign travel combined with his experience working with the children of England’s poor deeply unsettled him. Over the course of the following year, he searched the bible for assurance that the Anglican Church truly represented the Christian religion, but by the end of the year he concluded that it did not. Frend’s issue was the same one that had led Lindsey to leave the church: the conviction that the Trinity not a part of the religion that Jesus preachedin the Bible. Therefore, in June 1787 he resigned his positions as the vicar of Longstanton and the director of the Sunday School in Maddingly, and threw himself into efforts to remove the subscription requirement from Cambridge University. After a year in which he directed a series of increasingly vitriolic pamphlets against the Anglican Church the master of Jesus College removed him from his position as mathematics tutor there. But college fellowships were for life, and so Frend continued to live in Jesus College, albeit without any official duties.
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Anderson, Robert. « Paul Wood (ed.), Thomas Reid and the University (Edinburgh : University Press, 2021) ISBN 978–0–7486–1712–8 ». Dans History of Universities : Volume XXXV / 2, 202—C8.P9. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192884220.003.0008.
Texte intégralRésumé :
Abstract This chapter assesses the tenth and final volume in the ‘Edinburgh Edition’ of the Enlightenment philosopher Thomas Reid. Reid was professor of moral philosophy at King’s College, Aberdeen, from 1751, and then at Glasgow University from 1764 until his death in 1796. His writings show that the Scottish universities, despite the advanced and sophisticated views of their professors, retained many traditional features. Reid’s writings at Aberdeen fall into two parts. First, he contributed to the perennial debate about merging King’s College, in semi-rural Old Aberdeen, with its urban rival Marischal College. Second, this edition prints the four ‘orations’ which Reid gave his students every three years after completing the curriculum. Here Reid set out his views on philosophy and philosophical education. Reid was the founder of the ‘common sense’ or intuitionist school of Scottish philosophy, which reacted against the scepticism of David Hume and sought to reconcile reason with religion.
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Ellis, Michael. « Stages of Grief, Spirituality, and Religion ». Dans Caring for Autism. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190259358.003.0015.
Texte intégralRésumé :
Dealing with any great stressor challenges our core beliefs about ourselves and about life in general. Most of us have certain reasonable expectations of how things will go in our lives. We will graduate from high school, maybe go to college, probably get married, likely have children, and so on. Small wobbles from our intended path in life are understandable to us. Although we all have different tolerances for frustration in dealing with obstacles in our way, we usually handle these troubles well. None of us expects that tragedy will strike. We never think during pregnancy that our child may have a disability or even that our child could die. We have typical expectations for our child’s life similar to those of our own lives. Thus, when we finally are told that our child has autism, our world comes crashing down. Our worldview is shattered. The plans we had made for our child’s life and our futures are forever changed in an instant. The way we cope with this immense challenge changes everything, for us and our child. At some point during any discussion of autism, we must bring spirituality and religion into the conversation. It is impossible not to do so. Any parent whose child has received the autism diagnosis knows this to be true. This is because in order to cope and find acceptance, we must find meaning. How can we accept this news without adjusting our worldview or understanding of life? We must come to terms with the questions that inevitably arise, such as “Why me?”, “How could this happen?”, “Whose fault is this?”, “What did I do wrong?” Other questions that come to mind for those who already believe in a higher power are “Why would God let this happen?”, “Why did God do this to me?”, “Am I being punished?”, “Why would God allow such suffering, especially for a child?” Sometimes it is only through great trials that we realize the need to find deeper meaning.
Rapports d'organisations sur le sujet "Tufts College School of Religion"
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Southwell, Brian G., Andrea Anderson, Anne Berry, Kamilah Weems et Lisa Howley, dir. Equipping Health Professions Educators to Better Address Medical Misinformation. RTI Press, mars 2023. http://dx.doi.org/10.3768/rtipress.2023.op.0086.2303.
Texte intégralRésumé :
As part of a cooperative agreement with the US Centers for Disease Control and Prevention (Federal Award Identification Number [FAIN]: NU50CK000586), the Association of American Medical Colleges (AAMC) began a strategic initiative in 2022 both to increase confidence in COVID-19 vaccines and to address medical misinformation and mistrust through education in health professions contexts. Specifically, the AAMC solicited proposals for integrating competency-based, interprofessional strategies to mitigate health misinformation into new or existing curricula. Five Health Professions Education Curricular Innovations subgrantees received support from the AAMC in 2022 and reflected on the implementation of their ideas in a series of meetings over several months. Subgrantees included the Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Florida International University Herbert Wertheim College of Medicine, the Jacobs School of Medicine and Biomedical Sciences at the University at Buffalo, the Maine Medical Center/Tufts University School of Medicine, and the University of Chicago Pritzker School of Medicine. This paper comprises insights from each of the teams and overarching observations regarding the challenges and opportunities involved with leveraging health professions education to address medical misinformation and improve patient health.